A Scoping Review of Quasi-experimental Studies on Simulation-Based Learning in Medical Education: Trends and Insights...

Simulation-based learning (SBL) has become a key tool in medical education for developing practical skills and clinical decision-making. Despite the widespread use of this method, there remains a lack of comprehensive reviews of quasi-experimental studies in this area. Therefore, this study aimed to survey the trends and insights from quasi-experimental studies conducted over the past decade on simulation-based learning in medical education.

This scoping review was conducted using the framework outlined by Arksey and O'Malley, involving 5 key stages: (1) defining the research questions; (2) identifying relevant studies; (3) selecting studies; (4) extracting relevant data; and (5) summarizing and synthesizing the extracted data. Several databases were used to search for articles. These databases include PubMed, Scopus, Web of Science (WOS), ERIC, and Emerald. The search period spanned from January 1, 2014, to December 31, 2024.

In this scoping review, 3052 articles were retrieved. After screening and applying the inclusion and exclusion criteria, 95 quasi-experimental articles were selected for final analysis. Basic medical education dominates research focus, and surgical training and obstetric care had the lowest concentration of studies. Simulation effectiveness is measured via Kirkpatrick's hierarchy, showing improvements in clinical skills and confidence.

This scoping review demonstrated that simulation-based learning is a growing educational method in medical education, contributing to the development of practical and clinical skills. The findings of this study can be beneficial for policymakers, educators, and researchers in medical education to enhance educational programs and utilize this method more effectively. It is recommended that adequate resources and proper training be allocated to maximize the effectiveness of simulation-based learning for both educators and students.