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Background Evaluation is an important proponent of the learning process, enabling continual improvement of education programmes. For simulation-based education at Great Ormond Street Hospital for Children (GOSH), evaluation is both informal, through verbal feedback, and formal, through electronic surveys. Challenges with cross analysis of our evaluation data led to further review of our evaluation forms, revealing a lack of standardisation. We aimed to improve this through creating two standardised evaluation forms, focused on capturing the learner’s reflections.Methods The Kirkpatrick Model is widely used in education and divides the evaluation process into four levels. At initial review, 100% of our surveys were at Kirkpatrick Level 1-2, focused on achieving measurable outcomes quantitatively. As reflection is integral to adult learning theory and simulation, incorporating further qualitative questions was an essential improvement. In our updated survey, reflection enabled the exploration of knowledge gained (Kirkpatrick Level 2) and its impact on future practice (Kirkpatrick Level 3). To capture the long-term impact on learner’s personal, departmental, and organisational (Kirkpatrick Level 4) development, we designed a further survey sent at least three months post-course completion.Results Data was analysed using a mixed-methods approach to incorporate both quantitative and qualitative results. Key learning points included increased confidence, understanding and opportunities for collaboration. In the 3-month post-course survey, 64% had changed their day-to-day practice as a result of attending our simulation courses and an additional 18% indicated a desire to. 50% of learner’s also highlighted positive change in their team or organisation as a result.Conclusion Utilising the Kirkpatrick Model of evaluation as a framework for our evaluation design has enabled a shift from a purely outcomes-based to a learner-focused and reflective mode of evaluation. We encourage considering further utilisation of this approach within relevant educational programmes at GOSH.