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Simulators can be beneficial in helping to train specific endoscopic‐related skills [17]. Simulators should be selected based on the educational goals as opposed to available technology, such that the capabilities and focus of the simulator match the learning task. For example, portable, inexpensive part‐task trainers are particularly useful for teaching navigation‐related tasks such as tip control and retroflexion (Video 2.2) [18–21]. Alternatively, ex vivo animal tissue models can be used to train more advanced techniques such as those related to hemostasis (e.g., hemoclip application, injection). Hybrid simulations, which link a simulated patient (i.e., an actor) with a virtual reality or inanimate simulator, can be used for focused teaching on endoscopic nontechnical skills such as communication, teamwork and situational awareness. In this way, simulators can be used to teach and/or reinforce various tasks depending on how they are used and integrated within a curriculum. As mentioned, a “progressive” learning strategy, which involves planned and gradual increases in the difficulty and complexity of tasks as learners’ abilities improve, can be used by educators to help guide the selection of simulators for educational programs. A stepwise progression enables trainees to build upon previously attained skills by engaging in activities of increasing difficulty without being cognitively overloaded [16]. As with clinical training, instruction and feedback are crucial to facilitate learning [22].

In developing new simulators, task deconstruction is important to ensure key tasks are integrated within the model and focused on as points of instruction [3]. Similarly, it aids in formulating simulator‐derived metrics that can serve as objective performance feedback for trainees.