Challenging how we learn, lead, and care.
This section explores my work in simulation-based education—an area that continues to challenge and expand how I think about learning in healthcare. From immersive design to debriefing practice, these reflections trace my evolving understanding of simulation not just as a method, but as a pedagogical stance. Central to this is the belief that authentic, emotionally resonant experiences can transform learners in ways traditional teaching rarely achieves.
‘Student as Producer’ is proudly showcased at a strategic level at the University of Lincoln, reimagining the student not only as a learner, but as an active co-creator of knowledge (Neary & Winn, 2009). The model places emphasis on aligning research and teaching — ideally moving toward scholarly, purposeful outputs created through meaningful collaboration. Admittedly,… Continue reading Student as Producer – In Simulation!
In clinical practice, things rarely go as planned. So why do we train students like they always will? I recently read a fascinating article by Amorøe et al. (2025) identifying tangible debriefing techniques to enhance learner appreciation of overcoming challenges within simulation activities, and it's inspired me... Amorøe et al., utilise Hollnagel's (2014) theory of… Continue reading Resilience-Focused Debriefing
On April 12th, we delivered something I feel genuinely proud of: a large-scale interprofessional ward-round simulation that brought together first-year students from Physiotherapy, Occupational Therapy, Speech and Language Therapy, Social Work, and Nursing. It wasn’t just another tick-box exercise in clinical education. It was immersive, deliberate, and anchored in a shared purpose—to give students a… Continue reading Ward Round Simulation – Interprofessional Practice
I never set out to write a framework. What I set out to do—what still drives me—is to create spaces where people can practice being human in the safety of simulated experience. At its core, simulation-based education is less about technology and more about empathy, reflection, and trust. The Simulation Framework we’ve built at the… Continue reading Building a Simulation Culture in Health Education
The challenge of teaching patient-centred communication in physiotherapy is not new. Traditional simulation methods—peer role-play or actor-based scenarios—have their merits but also clear limitations. Role-play often lacks authenticity, and actor-led simulations, while valuable, are difficult to scale. What’s become increasingly clear is the need for accessible, flexible approaches that still maintain the depth of real-world… Continue reading Applying Simulation Pedagogy to AI-Enabled Learning in Physiotherapy Education
Dean Walker 