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Performance effects of simulation training for medical students - a systematic review
Niall McInerney1,2,3, D Nally2, M F Khan1,2,3
1Mater Misericordiae University Hospital, UCD Centre for Precision Surgery, Dublin, Ireland.
GMS Journal for Medical Education
|December 21, 2022
Summary
Simulation-based medical education (SBME) enhances undergraduate medical students' knowledge-based performance. This review found SBME positively impacts learning, particularly in the short term, when used alongside traditional teaching.
Area of Science:
- Medical Education
- Simulation-Based Learning
- Undergraduate Medical Training
Background:
- Simulation-based medical education (SBME) is increasingly integrated into undergraduate medical curricula.
- Existing literature often focuses on SBME modes and student-reported outcomes.
- This review specifically examines the performance effects of SBME as an adjunct to traditional teaching.
Approach:
- A narrative systematic review adhering to PRISMA guidelines was performed.
- Searches were conducted across Ovid MEDLINE, EMBASE, and PubMed for English-language studies (2010-2020).
- Nineteen articles, including nine randomized trials involving 2459 students, were selected and analyzed.
Key Points:
- Cardiac and surgical scenarios were common simulation topics.
- Mannequin simulators and standardized patients were utilized, with varying session durations.
- Educational impact was assessed via written tests, checklists, and Objective Structured Clinical Examinations (OSCEs).
Conclusions:
- SBME, when used as an adjunct, demonstrably improves medical students' knowledge-based performance, especially in the short term.
- Further research is recommended to explore broader topics, long-term effects, and cost-effectiveness.
- The potential for SBME to replace certain traditional learning components warrants investigation.
