{"id":31974,"date":"2026-08-15T13:09:26","date_gmt":"2026-08-15T11:09:26","guid":{"rendered":"https:\/\/\/taxonomy\/"},"modified":"2026-08-18T16:27:09","modified_gmt":"2026-08-18T14:27:09","slug":"taxonomy","status":"publish","type":"page","link":"https:\/\/morethansimulators.com\/en\/taxonomy\/","title":{"rendered":"Taxonomy"},"content":{"rendered":"
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Fidelity describes the equipment.<\/span>It does not describe what the learner learns with it.<\/span><\/h2>\n
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The problem with classifying by fidelity<\/h3>\n

The usual classification \u2014high, medium and low fidelity\u2014 describes the technology of the equipment, not what the learner learns with it. It is also a scale that is not objective: two people classify the same simulator differently, and neither of them is wrong, because there is no criterion that separates them.<\/p>\n

Worse: it leads to buying by specification. A centre ends up with an underused high-fidelity simulator and without the task trainers it needed for the practice hours. The equipment is right; the question that led to it is not.<\/p>\n<\/div>\n

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What the framework proposes<\/h3>\n

Reverse the order. First define which competency is to be trained<\/b>; from there the modality follows, and from the modality the equipment. Fidelity stops being an axis of classification and becomes a consequence: an ultra-realism scenario is faithful because what it trains demands it, not because fidelity is a value in itself.<\/p>\n

That gives five modalities<\/b> defined by their learning objective, plus a sixth category for the anatomical understanding models, which do not train a procedure but build the mental map the other five rest on. Keeping it separate is what stops a take-apart heart and a birthing simulator being measured with the same yardstick.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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You reach it through any of the four. Those who know which technique they want to train come in by procedure; those setting up a classroom come in by modality; those coming from a university come in by segment or by specialty. All four paths lead to the same place, and none of them is the main one.<\/p>\n<\/div>\n

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How it is used in practice<\/h3>\n

The modality is the first question, not the last. Before looking at any catalogue, define which competency is to be trained; the modality follows from the objective, and the equipment from the modality. If the answer to \u201cwhat do we want the learner to be able to do when they leave?\u201d is not clear, no catalogue is going to clear it up.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

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Documentation<\/h2>\n

Everything you can download without asking us for anything.<\/p>\n<\/div>\n

Data sheets<\/b><\/p>\n

Per product, in ES \u00b7 EN \u00b7 PT.<\/p>\n

Search \u2192<\/u><\/a>User manuals<\/b><\/p>\n

From the manufacturer, by reference.<\/p>\n

Search \u2192<\/u><\/a>Training<\/b><\/p>\n

Quick guides and session recordings.<\/p>\n

View \u2192<\/u><\/a>Support<\/b><\/p>\n

Technical portal, contracts and warranties.<\/p>\n

Enter \u2192<\/u><\/a><\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Fidelity describes the equipment.It does not describe what the learner learns with it. 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