Let's prepare, run and review one fictional simulation. The aim is to learn the workflow, not to rehearse treatment advice. We will keep the scenario version, the session setup and the recorded events distinct.
Begin in Sessions. A prepared session is saved setup; an ended session is a record of an earlier run. Opening either row does not itself start a simulation. For this walkthrough we will create our own session, with a video label.
Open Scenario authoring to inspect the source and draft. The downloadable Word file is a fictional software practice example. Keep its original document available while reviewing the structured content, rather than treating an imported draft as an approved teaching scenario.
This prepared workspace already contains the imported document. Check the document identity and source text beside the draft. Extraction and approval are separate steps. Where a model is configured, its suggestions still need an educator's review; importing does not make them correct.
Read the title, summary, learning outcomes and fictional patient details. Compare them with the source. Correct an incorrect or missing field explicitly, and keep the source evidence visible. The authoring screen records human draft decisions instead of silently changing the original document.
Inspect the patient states and their connections. Choose a node to see its fields, and check the entry point and possible outcomes. Pan and zoom help you read the graph. They do not change the scenario or start a running session.
Approval creates a version that session setup can select. Keep software review and clinical approval separate. In this demonstration we use the supplied approved fictional reference scenario. Its approval status is part of the engineering fixture, not a clinical endorsement.
Return to Sessions and choose Prepare a session. Select the approved scenario version deliberately. The saved session will keep that exact version, so a later draft edit does not silently replace what this run was configured to use.
Choose the demonstrated room and review its routes. A route decides where a line, screen update or device message goes. This recording uses simulated outputs. A connected browser screen is evidence for that screen, not a claim about every physical device.
Enter the facilitator label and review the learner roles. We use a video label, not a real learner name. Choose a station only when it belongs to the room. These are session choices, not edits to the shared scenario or lab configuration.
Check the starting point for each intended track. A patient track and an additional storyline can have different entry choices. Review any edge mode overrides as well. These decisions should be intentional before the room begins the exercise.
Recording is optional. Review consent before enabling a camera or microphone, and select only the inputs the session should use. No real participant recording is needed for this fictional walkthrough. A saved timeline can still support a debrief without a recording.
Choose the debrief model for the session and run the compatibility check. Read any warnings about outputs or unsupported capabilities. The check helps you inspect the configuration; it is not a substitute for testing the actual room and its devices.
Create the session once. Its setup is now saved, but the simulation has not started. Use Open session console to continue. You can also return to the Sessions list and re-enter this same session instead of creating a duplicate.
The console shows the selected session, its status and the simulation clocks. Check the session identifier before acting. A deep link should preserve that selection. If the requested session is unavailable, choose another explicitly rather than assuming a different session was opened.
Start the session explicitly. The clocks and active patient state now belong to this run. The initial setup and this start event are separate facts. That distinction is useful when a room is prepared ahead of time or several facilitators share a host.
Use the console to record an observed action when it happens in the exercise. Recording an action is a simulation event, not a claim that care was clinically correct. Watch the current track and the event feedback as the controller accepts the action.
Add a flag and a short facilitator note for a moment you want to discuss. Use a role label and describe the observed event. A useful note gives the debrief a question to return to without inventing speech or identifying a real learner.
Pause the session when you need to stop its progression. Then return to the same session and resume it deliberately. Re-entry should preserve the saved setup and recorded history; it should not create another session or record another initial start.
Check the demonstrated learner or monitor view while the room is running. Compare what it actually receives with the intended route. Delivery and observation are different facts: sending a message does not prove that a person saw or heard it.
End this video-owned session when the exercise is finished. Ending produces an ended session that the debrief can select. Keep the record, even when the exercise stopped before a declared outcome, so the review describes what actually happened.
Open Debrief and choose this ended session. Read the saved session details and model. The recorded journey, actions, flags and timeline are evidence for discussion. An absent event is not proof that an unrecorded action or conversation never happened.
Add an educator-reviewed summary and inspect the audience selection. Private facilitator notes should remain separate from the learner preview. Save edits before exporting, because downloads use the saved review revision rather than whatever text is currently unsaved on the screen.
Use the timeline and available evidence to ask specific questions about the exercise. Recordings and transcripts load separately when they exist and are configured. This demonstration does not fabricate a recording, a transcript or an AI discussion draft to fill an empty section.
You have followed one saved session from preparation through explicit start, pause, return and review. Continue with the written first session guide and the focused tutorials. Replace the fictional engineering example with material reviewed for your own learners, room and clinical context.