Interprofessional health team simulations are often developed using learning objectives that relate to competency statements. Educators then assume these learning objectives are relevant to students participating in the simulation. However, evaluating the link between learning objectives and outcomes is often difficult in authentic simulation environments with multiple human factors. This article suggests one process for revising learning objectives based on review of the simulation, the debriefing, and the student feedback on reported learning. Implications for curriculum integration are discussed.
