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Context  Simulation‐based education ( SBE ) includes a broad spectrum of simulation activities, which are individually well researched. An extensive literature reports on  SBE  methods, topics and modalities, but there are limited studies investigating how simulation as a holistic phenomenon promotes learning.  This study seeks to identify the ways in which health professionals narrate powerful  SBE  experiences and through this to understand in what ways  SBE  may influence learning.    Methods  Three hundred and twenty‐seven narratives about powerful learning through  SBE  were gathered from participants’ online reflections from a national faculty development programme in  SBE . Narrative and thematic analyses were conducted on included texts, using ‘transformative learning theory’ as a sensitising notion.    Results  Narratives were categorised into the following categories: progress (267/327 = 81%); transformation (25/327 = 8%); practice (27/328 = 8%); and humiliation (8/327 = 2%). Recurrent features across narrative categories were as follows: early experiences in training; dramatic scenarios; developing appreciation of  SBE ; highly emotional experiences; things that ‘went wrong’; and ongoing reflection. Themes regarding mechanisms that supported learning were as follows: verisimilitude; feedback, debriefing and facilitation; observation of self and others; repetition of activities; and role‐playing the patient.    Conclusions  The results generally support the notion that  SBE  is experienced as a holistic phenomenon, rather than separate modalities. The narrative categories, recurrent features and learning themes tended to work across all simulation modalities, with the exception of ‘being in the patient's shoes’ being supported by role‐play in particular. Although powerful experiences were not necessarily transformative ones, they often occurred at formative stages of training. There was a strong sense that  things going wrong  in simulation scenarios (and the associated emotions and reflection) were a key part of learning. This underlines  SBE 's potential role in helping learners see fallibility as part of professional practice.

The power of simulation: a large‐scale narrative analysis of learners’ experiences