Simulation is recommended by the National Association of EMS Educators (NAEMSE) as an important part of EMS training.¹ In 2015, NAEMSE released a vision paper concurrently with the Simulation Use in Paramedic Education Research (SUPER) study.² Although the study focused on paramedic programs, many of the same principles apply to EMT training. Simulation in healthcare education overall is a critical component and serves as a compliment to clinical experiences.³ “Simulations are experiential learning opportunities during which participants can learn new information, as well as have the opportunity to apply previous knowledge.”⁴
In this article, we talk about how one EMT program greatly improved the teaching environment by building an ambulance simulator, or a “Simbulance.” We’ll describe how the concept arose, how we accomplished the construction and how the Simbulance helps meet the objectives of the EMT curriculum. We’ll also discuss Bloom’s taxonomy theory and how we can use it to improve the students’ progression through their education.
