Virtual reality has posited a significant increase in simulation education; however, its effectiveness is not overwhelming (35-40). Simulation has a positive impact on various training areas, such as work in clinical teams (41), improvement in surgical skills (42-47), in ophthalmology (48), in specific health techniques (49-52), critical care (53), pediatrics (54), resuscitation (55), medical emergencies (56), microsurgery (57), anesthesia (58), and nursing (59-61). Training through "Low-Dose and High Frequency" settings can be effective for CPR training (62, 63). The use of standardized patients is common in simulation and has a positive impact on interprofessional education (64). Although its use is frequent in continuing education, there are not many reports describing its effectiveness (65). The interprofessional simulation has a good perception according to some reports (66). Regarding the impact of simulation training on the quality of patient care (translational studies), research must be developed further and grow in number. Currently, there is no evidence to elucidate a strong impact of simulation education on this specific matter (44, 45, 50, 58, 67-70). There is a wide field of development and validation of new simulation areas. Importantly, this is increasingly being incorporated into the education curriculum. In situ simulation is gaining importance for training in real environments and to encourage teamwork (71-74), which must be contrasted with its real effectiveness in certain contexts (73, 75). Surgical simulation emerges as an important development pole (