Simulation lends itself to an outcomes-based learning model. Such models have become favoured for education of health professionals, as they can help fill gaps in clinical knowledge, increase safety and offer improved patient outcomes. In particular, there has been an upsurge in the use of technology-enhanced simulations, such as virtual patients, facilitated by the increasing availability of technology. However, a number of issues regarding use of simulations for education have been noted. These include cost, software availability, adaptation to the desired curriculum, ability to edit/personalise, and feasibility, particularly in terms of usability. In addition to these issues, there remains no clear consensus on how to best describe and report on these tools or, in fact, to measure the outcomes associated with their implementation. As such, this thesis explored current gaps in the research, and studied the creation, implementation and reporting of simulation-based interventions which focused on subjects pertaining to pharmacy curriculum. It also provided commentary on pedagogical considerations for the design of such interventions and discussed novel methods of measuring engagement and learning outcomes.