Evidence supporting the use of simulation-based learning (SBL) to improve student preparedness for placement1,2 and to assess competence3 is growing in dietetics. SBL or SBL experiences “represent [an] actual or potential situation in education and practice . . . and allow participants to develop or enhance their knowledge, skills, and attitudes or to analyze and respond to realistic situations in a simulated environment.”4 Although SBL can include computer-based simulations, simulated patients (SPs), part-task trainers and mannequins, virtual reality, role-play activities, or a hybrid of these,5,6 in dietetics, SBL incorporating SPs to develop communication and counseling skills is most common.7, 8, 9, 10, 11, 12 An increasing number of reports and case studies can be found in the literature, indicating the growing uptake of SBL within dietetics education and prelicensure training.3,8,13,14 Designers of dietetics simulations are adopting and adapting theories, frameworks, and evaluation tools from colleagues in nursing,15,16 who have led the way in simulation for many years.16,17 Dietetics governing bodies globally have endorsed SBL as a strategy for dietetics education.18, 19, 20