S: I have performed some preliminary reading on the role of Understanding by Design (UbD) (Wiggins & McTighe) or "backwards design" in simulation scenario creation and I believe the concept is well matched to how others describe best practices in simulation scenario design, however there may be room for a concise paper specifically connecting these concepts using the "readiness" phrasing and Zone concepts. B: when I met with James most recently he stated that Jenny was interested in pursuing the idea of the role of backwards design in simulation scenario creation. UbD (Wiggins et al., 2005) is a process of  1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences and instruction in contrast to: "Let's do a case about ..." or "Let's cover chapter 2 in..." or "Let's do some trauma simulations." A: Resources that I evaluated describe the primary motivator in designing scenarios should be the objectives. Many use phrases like learning outcomes or objectives and most reference SMART objectives.  For examples: - Healthcare simulation in practice: Chapter 2: Scenario/programme development key points (Hellaby, 2013) - The starting point for scenario design is the learning outcomes - such outcomes should be learner-specific or generic team outcomes - INACSL Standards of Best Practice: Simulation Outcomes and Objectives (“INACSL Standards of Best Practice,” 2016) -  All simulation-based experiences begin with the development of measureable objectives designed to achieve expected outcomes. - INACSL Standards of Best Practice: Simulation Design (“INACSL Standards of Best Practice,” 2016) -  Simulation-based experiences are purposefully designed to meet identified objectives and optimize achievement of expected outcomes. -  Instructional Design Dogma: Creating planned learning experiences in simulation (Anderson et al., 2008) - The overarching educational goal. Neonatal resuscitation providers will develop the knowledge, attitudes, and skills necessary to effectively resuscitate newborns in distress. - A specific measurable behavioral skill objective of the curriculum. At the conclusion of a training course, the provider will demonstrate closed-loop communication skills when interacting with others on the resuscitation team during a mock code. - A specific measurable technical skill objective of the curriculum. At the conclusion of the training course, the provider will demonstrate proper technique for providing assisted ventilation. - A specific measurable cognitive skill objective of the curriculum. - Six months after the training course, the provider will recite the correct initial dose for endotracheal epinephrine. How might the big concept look to me? **Problem:** scenario design often occurs based on a desire to run simulations. Deciding how and why to run simulations, and how to design the simulation can feel complicated.  **Gap:** Educational theory uses words like objectives and learning outcomes and concepts like Millers pyramid or Bloom’s Taxonomy that can sound foreign to non-education trained simulation leaders.  **Hook:** What we are really talking about is starting with the concept of readiness, asking how we will know if the learners or teams are ready, and creating simulations that focus on achieving the right level of readiness for the situation. Readiness-based design of simulation scenarios: how to know what SimZone to use Step 1: Identify what your learners or healthcare teams need to be ready for Step 2: Decide acceptable evidence that they are ready (Roussin et al., 2020) Step 3: Identify the least complex instructional technique / SimZone (Roussin & Weinstock, 2017) that supports the learners or teams becoming ready Step 4: Asking if our instructional technique and scenario worked R: I have not gotten to talk to Jenny or Chris about this. I could imagine creatring a pithy and narrowly scoped piece about using UbD to identify the zone as a starting place to create scenarios or just deciding that this concept is good enough in the literature the way it is. Let me know your thoughts! Lon Anderson, J. M., Aylor, M. E., & Leonard, D. T. (2008). Instructional design dogma: Creating planned learning experiences in simulation. _Journal of Critical Care_, _23_(4), 595–602. [[https://doi.org/10.1016/j.jcrc.2008.03.003](https://doi.org/10.1016/j.jcrc.2008.03.003)]([https://doi.org/10.1016/j.jcrc.2008.03.003](https://doi.org/10.1016/j.jcrc.2008.03.003)) Hellaby, M. (2013). _Healthcare simulation in practice_. M & K Pub. [[http://site.ebrary.com/id/10734741](http://site.ebrary.com/id/10734741)]([http://site.ebrary.com/id/10734741](http://site.ebrary.com/id/10734741)) INACSL Standards of Best Practice: SimulationSM Outcomes and Objectives. (2016). _Clinical Simulation in Nursing_, _12_, S13–S15. [[https://doi.org/10.1016/j.ecns.2016.09.006](https://doi.org/10.1016/j.ecns.2016.09.006)]([https://doi.org/10.1016/j.ecns.2016.09.006](https://doi.org/10.1016/j.ecns.2016.09.006)) INACSL Standards of Best Practice: SimulationSM Simulation Design. (2016). _Clinical Simulation in Nursing_, _12_, S5–S12. [[https://doi.org/10.1016/j.ecns.2016.09.005](https://doi.org/10.1016/j.ecns.2016.09.005)]([https://doi.org/10.1016/j.ecns.2016.09.005](https://doi.org/10.1016/j.ecns.2016.09.005)) Roussin, C., Sawyer, T., & Weinstock, P. (2020). Assessing competency using simulation: The SimZones approach. _BMJ Simulation and Technology Enhanced Learning_, _6_(5), 262–267. [[https://doi.org/10.1136/bmjstel-2019-000480](https://doi.org/10.1136/bmjstel-2019-000480)]([https://doi.org/10.1136/bmjstel-2019-000480](https://doi.org/10.1136/bmjstel-2019-000480)) Roussin, C. J., & Weinstock, P. (2017). SimZones: An Organizational Innovation for Simulation Programs and Centers. _Academic Medicine_, _92_(8), 1114–1120. [[https://doi.org/10.1097/ACM.0000000000001746](https://doi.org/10.1097/ACM.0000000000001746)]([https://doi.org/10.1097/ACM.0000000000001746](https://doi.org/10.1097/ACM.0000000000001746)) Wiggins, G. P., McTighe, J., & ebrary, I. (2005). _Understanding by design_. Association for Supervision and Curriculum Development.