mulation based teaching Medical simulation has been increasingly used in Medical education over the past decade. It aims to imitate real patients, anatomical regions and clinical tasks to mirror the real life circumstances allowing trainee to practice their skills in a risk-free environment (Scalese. R,2007 ). There is a significant departure from traditional “See one do one “approach to simulation based training in recent years. Simulation has already been used in training as flight stimulator for pilots /astronauts and in warfare games, and now these models are used in medical education like critical care, anesthesia and emergency care. With continuing changes in health care has led to decrease availability of real patients as the learning opportunity & simulation fills this gap very effectively. One of the major advantage of simulation based learning is the ability to tailor the teaching needs, according to learner’s experience level and its reliability and transferability from learning environment to clinical practice (Maran & Glavin ,2013 ). Teaching Sessions Session: Simulation based learning and the role of the effective debrief The scenario consisted of a post-operative patient feeling light headiness and thirsty. The scenario progressed from hypotension leading to hypovolemic shock due to haemorrhage (See Appendix 1). This simulation was carried out using the iStan (CAE Healthcare, USA) human patient simulator at the Hollier Simulation Centre – Good Hope Hospital, Sutton Coldfield. The candidates were from a small group of 5th year medical students, who take part in a weekly simulation based teaching session. This scenario took place in Hollier simulation in centre at Good Hope Hospital. Hollier is a facility for the West Midlands to train doctors, dentist, nurses and works with collaboration with the University of Birmingham and medical School . Hollier Centre specializes in a high fidelity simulation .Medical students were briefed before the scenario and were aware of their expectations and their learning outcomes after the scenario. Two students were send at one time into a room with simulated patient [high fidelity mannequin] and a nurse to help the students. Scenario was played as preset clinical presentations and mannequin was controlled by a computer in behind a glass wall. Scenario was recorded and played live in the room for rest of the cohort. Fidelity is the extent to which true appearance and behavior match with a simulated environment. The simulation at Hollier is a high fidelity simulation with computer-driven programs to control cardiovascular and respiratory function in the mannequin it allows students to interact as they would do in real life situations. Miller (1954) describe two types of fidelity- physical fidelity and physiology fidelity. These principles were applied using the scenario at Good Hope hospital.>