Purpose
The Dunning-Kruger effect is a cognitive bias where individuals with limited ability overestimate their competence. In medical education, this bias can hinder both learners and educators by distorting self-assessment and impeding skill development. Clinicians transitioning to roles as medical simulation educators often encounter this bias, initially overestimating their teaching abilities due to their strong clinical expertise but limited understanding of educational strategies.

Methods
This abstract explores how simulation-based training (SBT), combined with structured feedback, reflective practices, and peer evaluation, can address this challenge, supporting accurate self-assessment and fostering professional growth.

Results
Clinicians often begin their journey as educators with a phase of overconfidence, colloquially termed the "Peak of Mount Stupid," where confidence is high, but teaching competence is limited. As they confront the complexities of simulation pedagogy, they progress into the "Valley of Despair," marked by a growing awareness of their limitations and a dip in confidence. Through targeted interventions such as structured feedback sessions and reflective journaling, educators recalibrate their self-assessment and begin to align their confidence with their actual abilities. These strategies facilitate the development of effective facilitation skills, humility, and a commitment to lifelong learning. The transformation highlights the essential role of feedback and reflection in developing balanced competence and confidence.

Conclusion
Simulation-based training is a critical tool in addressing the Dunning-Kruger effect in medical education. By promoting reflective practice and accurate self-assessment, SBT helps educators refine their teaching skills and improve learner outcomes. These findings underscore the importance of integrating reflective strategies into simulation training programs to foster a culture of continuous improvement. Future research should explore the long-term impacts of these interventions on educator development and their influence on learner success in healthcare education.