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Competency-Based Simulation Training for Procedural Skills: A Systematic Review and Meta-analysis.

Julia H Vermylen¹, Elaine R Cohen, David A Cook

¹From the, Northwestern University (J.H.V., E.R.C., W.C.M., J.A., H.B., C.M., T.M.T., F.Y.), Feinberg School of Medicine, Cook County, IL; Mayo Clinic College of Medicine and Science (D.A.C.), Rochester, Minnesota; University of Miami School of Medicine (S.B.I.), Miami, FL; Neonatal Intensive Care Unit (NICU) (M.B.), Women's Wellness and Research Center (WWRC), Hamad Medical Corporation (HMC), Doha, Qatar; Galter Health Sciences Library and Learning Center (M.B.), Northwestern University, Feinberg School of Medicine, Cook County, IL; Department of Medicine (R.B.), University of Pennsylvania, Philadelphia, PA; Texas Tech University Health Sciences Center (S.C.), Foster School of Medicine, Lubbock, TX; Advocate Christ Medical Center (N.E.), Chicago, IL; University of Miami School of Medicine (A.M.), Miami, FL; Curtin Medical School (H.W.), Faculty of Health Sciences, Curtin University, Perth, Australia; and Columbia University Vagelos College of Physicians and Surgeons (D.O.K.), New York, NY.

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

|November 11, 2025

Summary

This summary is machine-generated.

Competency-based simulation training significantly improves medical procedural skills compared to non-competency-based methods. While practice behaviors and patient outcomes show smaller benefits, further research is needed to optimize simulation effectiveness.

Keywords:

Simulation competency deliberate practice mastery learning proficiency proficiency-based training psychomotor skills

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Area of Science:

Medical Education
Healthcare Simulation
Competency-Based Training

Background:

Simulation is increasingly used in healthcare education.
Competency-based education (CBE) focuses on achieving specific skill mastery.
The effectiveness of CBE in simulation for procedural skills requires synthesis.

Purpose of the Study:

To systematically review and meta-analyze the effectiveness of competency-based simulation education for medical procedural skills.
To identify common instructional design features and their impact on skill acquisition.
To highlight research gaps in simulation education.

Main Methods:

Systematic review of studies on competency-based simulation for medical procedural skills.
Meta-analysis of skill outcomes, behaviors in practice, and patient effects.
Analysis of instructional design features, simulators, and feedback methods.

Main Results:

Competency-based simulation demonstrated a large effect on skill outcomes compared to non-competency-based simulation.
Favorable but small effects were observed for behaviors in practice and patient effects.
No specific instructional design features significantly impacted skill acquisition.

Conclusions:

Competency-based simulation is an effective strategy for improving medical procedural skills.
Further research is needed to enhance the impact on practice behaviors and patient outcomes.
Standardized terminology and reporting are crucial for future simulation research.