Psychological assessment in hospital settings demands advanced technical, ethical, and interpersonal competencies, including clinical reasoning, communication with multidisciplinary teams, and decision-making in complex and emotionally intense situations. Traditional teaching approaches may be insufficient to prepare psychologists for these challenges. In this context, realistic simulation has emerged as an active learning methodology capable of bridging the gap between academic training and clinical practice. This study reports an educational experience using realistic simulation as a teaching strategy for psychological assessment within the Postgraduate Program in Hospital Psychology at the Faculdade de Ciências da Saúde Moinhos de Vento, Brazil. The intervention was implemented as part of the curriculum and structured as simulated clinical scenarios in hospital-like environments, using standardized patients and integrated medical and psychosocial data. Scenarios addressed frequent and high-complexity hospital demands, including assessment in chronic pain, severe illness, pre-procedural contexts, and ethically sensitive situations. The simulations were designed according to predefined learning objectives focused on core competencies in psychological assessment: clinical interviewing, selection and indication of assessment tools, data integration, formulation of clinical hypotheses, communication of results, and interdisciplinary collaboration. Each simulation was followed by a structured debriefing session, emphasizing reflective practice, ethical reasoning, and metacognitive integration of theory and practice. Educational outcomes were qualitatively evaluated through instructor observation and student feedback. Results suggest increased clinical confidence, improved clinical reasoning, enhanced communication skills, and greater ethical awareness among postgraduate students. Realistic simulation proved to be a safe and effective strategy for developing competencies essential to psychological assessment in hospital contexts, supporting its inclusion in postgraduate training programs in Health and Hospital Psychology.