The design of a system should not only transform a need (competency in clinical skills) into a definite product (skills education) but also ensure the design's compatibility with related physical and functional requirements. A properly co-ordinated and functioning system requires the application of an integrated, life-cycle oriented 'systems' approach. System life-cycle engineering, comprising acquisition and utilisation phases, includes three such life cycles that progress concurrently and in parallel: 1) Product life-cycle, the need for the product initiates the conceptual design, which leads to the production and use of the product. 2) Production life-cycle, for bringing the 'manufacturing' capability into being. 3) Maintenance and logistic support life-cycle, for the 'maintenance' and 'logistic support' activities. A life-cycle focused design for a skills laboratory would therefore be simultaneously responsive to the specific outcomes expected, i.e., skills (customer needs) and life-cycle outcomes (performance, effectiveness and affordability). The aim of the study was to develop a generic model for the acquisition and utilisation phases of a skills laboratory according to systems engineering principles

Treadwell, I