▁the ▁student ▁or ▁tra ine e ▁with ▁the ▁opportunity ▁to ▁real ist ically ▁practice ▁and ▁thus ▁become ▁prof ic ient ▁as ▁to ▁the ▁particular ▁technique ▁to ▁be ▁taught . ▁IV Es ▁are ▁commonly ▁used ▁when ▁teaching ▁patient ▁exam ination , ▁surg ical ▁procedures ▁and ▁assess ment ▁( ind ividual ▁and ▁collabor ative ). ▁Stud ents ▁are ▁rel ieved ▁to ▁know ▁that ▁these ▁simulations ▁are ▁practice ▁and ▁appreciate ▁the ▁opportunity ▁to ▁make ▁mistakes ▁now ▁rather ▁than ▁later . ▁The ▁use ▁of ▁IV Es ▁provides ▁a ▁controlled , ▁safe ▁environment ▁for ▁students ▁to ▁learn ▁and ▁so ▁the ▁anx iety ▁factor ▁is ▁reduced . ▁Stud ents ▁can ▁discuss ▁the ▁sympt oms ▁more ▁open ly ▁than ▁they ▁could ▁with ▁an ▁actual ▁patient . ▁At ▁the ▁same ▁time , ▁however , ▁students ▁use ▁all ▁the ▁protocol ▁they ▁would ▁with ▁a ▁real ▁patient . ▁That ▁means ▁they ▁introduce ▁themselves , ▁address ▁the ▁patients ▁by ▁name ▁and ▁respect ▁their ▁priv acy . ▁ ▁The ▁use ▁of ▁the ▁simulation ▁saves ▁lives ▁and ▁money ▁by ▁reducing ▁medical ▁errors , ▁training ▁time , ▁operating ▁room ▁time ▁and ▁the ▁need ▁to ▁replace ▁expensive ▁equipment . ▁Sim ulation ▁users ▁may ▁practice ▁on ▁a ▁variety ▁of ▁patients , ▁each ▁of ▁which ▁has ▁a ▁different ▁case ▁history , ▁exhib its ▁unique ▁sympt oms , ▁and ▁respond s ▁to ▁user ▁actions ▁with ▁appropriate ▁phys i ological ▁responses . ▁As ▁in ▁real ▁life , ▁patient ▁an atom y ▁moves ▁with ▁the ▁be ating ▁of ▁the ▁heart ▁and ▁the ▁breath ing ▁of ▁the ▁l ungs ▁while ▁t issues ▁de form