There is nothing so practical as a good (simulation) theory

Clinical simulation-based education has been rapidly adopted in respiratory therapy because it offers a safe environment in which learners can develop professional skills, both clinical and nonclinical, without the risk of causing harm to actual patients [1, 2]. When employed with a well-designed formative feedback mechanism, clinical simulation has been shown to be useful in addressing learning needs before and after entry to practice [3]. Recognizing that its utility to support learning is well established in the literature, there remains a great need for rigorous research that clarifies “how” and “when” simulation should be used in health professional education [1]. This issue of the Canadian Journal of Respiratory Therapy (CJRT) takes steps to respond to the need for deeper understanding about simulation by sharing some of the new and innovative ideas that are emerging from within our own profession