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Understanding the Effects of Health Care Distance Simulation: A Systematic Review.

Matthew D Charnetski¹, Dawn Wawersik, Janice C Palaganas

¹From the Dartmouth Health (M.C.), Lebanon, NH; Nova Southeastern University (D.W.), Fort Lauderdale, FL; MGH Institute of Health Professions (J.P.), Boston, MA; Department of Pediatrics (J.P.D.), University of Alberta, Edmonton, Alberta, Canada; Center for Advanced Medical Learning & Simulation (S.K.T.B.), Morsani College of Medicine, University of South Florida, Tampa, FL; Department of Pediatric Intensive Care (G.R.), Krishna Institute of Medical Science, Secunderabad, India; Royal College of Surgeons in Ireland - Medical University of Bahrain (N.B., B.N.), Busaiteen, Bahrain; Columbia University Vagelos College of Physicians and Surgeons (R.E.), New York, NY; The Dartmouth Institute for Health Policy and Clinical Practice (P.T.), Hanover, NH; and Yale University School of Medicine (I.T.G.), New Haven, CT.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare

|January 19, 2024

Summary

This summary is machine-generated.

Distance simulation in healthcare rapidly grew during COVID-19. A review found most studies assessed low-level outcomes like satisfaction, indicating a need for research on higher-level impacts.

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Area of Science:

Healthcare Simulation
Medical Education Technology
Distance Learning

Background:

The COVID-19 pandemic accelerated the adoption of distance simulation in healthcare education.
Research on distance simulation has surged, necessitating a comprehensive review of existing literature.

Approach:

A systematic review was conducted on peer-reviewed distance healthcare simulation studies.
Data extraction and risk-of-bias assessments were performed on 54 selected articles.
Literature search included databases and gray literature, identifying over 10,000 titles.

Key Points:

Most studies (54) were published between 2020-2022, reflecting the pandemic's influence.
Included studies predominantly focused on lower-level Kirkpatrick outcomes (Level 1-2), such as participant satisfaction.
A distinction was noted between 'distance only' and 'mixed distance' learning environments.

Conclusions:

Current distance healthcare simulation research primarily evaluates immediate participant reactions, not deeper learning or behavioral changes.
There is a critical need for more comparative studies assessing higher-level outcomes to advance the field.
Future research should focus on rigorous evaluation of distance simulation's impact on clinical practice and patient outcomes.