# Advancing crisis readiness through progressive simulation in undergraduate medical education

## TL;DR

This paper introduces a four-year medical education program using progressive simulations to train students for crisis situations.

## Contribution

A novel, longitudinal simulation curriculum that builds crisis readiness through increasing complexity and responsibility.

## Key findings

- The curriculum integrates clinical, communication, and team-based skills in dynamic environments.
- The approach aligns with competency-based education and offers a scalable model for training future physicians.
- Staged simulations based on learning theories improve adaptability and leadership in high-pressure scenarios.

## Abstract

As healthcare professionals worldwide face increasing demands from disasters, mass casualty incidents, and other complex emergencies, medical education must prepare students to perform in high-pressure, resource-limited environments. Traditional simulation experiences are often episodic and narrowly focused, limiting their ability to cultivate the longitudinal development of clinical skills, leadership, and adaptability. This innovation report presents a four-year, progressive simulation curriculum designed to build crisis readiness across the undergraduate medical education continuum. Informed by experiential learning theory and cognitive load theory, this innovative model scaffolds learners through staged simulation experiences that grow in complexity and responsibility. From early roleplay with peers to immersive field exercises and capstone leadership scenarios, the simulation curriculum integrates clinical, communication, and team-based competencies in increasingly dynamic environments. This longitudinal approach aligns with principles of competency-based medical education and offers a scalable, transferable model for enhancing readiness and resilience in future physicians.