Simulation is recognized as an important tool in medical education. Simulation techniques, whose historical origins date back to Antiquity, were first initiated with clay and stone models to understand diseases and clinical features. In the 18th century, obstetric mannequins developed in Paris allowed for the teaching of delivery techniques and reduced maternal and infant mortality rates. The development of modern medical simulation accelerated after Peter Safar's CPR studies in the 1960s, inspired by aviation sciences. Especially Ausmund Laerdal's “Resusci-Anne” and Dr. Michael Gordon's “Harvey” simulators increased the importance of simulation technology in health education. In recent years, simulation techniques have moved beyond realistic mannequins and have been supported by new technologies such as virtual reality and software. The use of simulation in the education of health professionals offers the advantage of reducing the discomfort of using real patients while increasing students' clinical skills. Simulation types are classified as low, medium and high reality. Low-reality simulators usually include simple anatomical models, while medium-reality simulators offer computerized feedback. High-reality simulators, on the other hand, offer the closest experiences to reality, allowing complex clinical scenarios to be repeated in a safe environment. Simulation is recognized as an effective method for developing clinical skills and decision-making abilities, especially in midwifery education. The World Health Organization recommends simulation-based education to establish international standards in midwifery and nursing. Simulation applications in education stand out as an important tool to increase student satisfaction, provide a learning environment according to knowledge and skill requirements and increase patient safety.