Location
Moultrie, GA
Start Date
7-5-2025 1:00 PM
End Date
7-5-2025 4:00 PM
Description
Objective: The objective of this scoping review is to understand the extent and type of evidence in relation to the use of simulation or SIM-based medical education pedagogies to teach biomedical sciences to undergraduate medical students in accredited medical schools, globally. The review considers literature published between 2014-2024.
Introduction: Simulation, which could be generally described as a computer-based or structured model and practice that replicates the processes, behavior, or characteristics of a real-world system or phenomenon, especially for the purpose of education or training, is increasingly becoming popular and relevant in medical education. However, discrete publications with relatively diverse experiences and outcomes require a critical appraisal and synthesis of evidence towards informing best practices and policies.
Inclusion criteria: The review only considered reports about populations of students enrolled in accredited undergraduate medical education programs that train medical doctors including DO/MD/MBBS/MBChB or equivalents in any country. Simulation, as a concept is considered as reportedly used in the context of teaching knowledge, skills or practice-related attitudes in biomedical science disciplines. Articles published in English Language were considered.
Methods: An initial search of the Cochrane and JBI’s Evidence-based Practice databases in October 2023 found no similar review. For this review, the primary databases searched included PubMed, ERIC, and Google Scholar. Only articles published in English between 2014-2024 were considered. The JBI SUMARI was the platform for screening, approval, extraction, synthesis and review. For screening and appraisal, two or more members of the review team were required to approve an article.
Results: A total of 20 articles were considered for this review out of the initial yield of 2,671. These included: 4 Analytical Cross-Sectional Studies- 2 from Australia, 1 from the USA and 1 from China; 3 Systematic Review and Research Syntheses; 3 Randomized Controlled Trials- 1 from China and 2 from Italy; 6 Quasi-Experimental Studies- 1 from Taiwan, 1 from the Netherlands, 1 from the both China and United Kingdom, 1 from Sweden, 1 from Indonesia and 1 from the United States; and 4 Text and Opinion Studies. Findings highlight the growing use of simulation and technology-enhanced learning in medical education, improving competency, retention, and engagement. Simulation, in its various fidelities and modalities including those aided by VR, AR, and PBL enhance motivation and skills but cannot fully replace hands-on training. Limitations include inconsistent assessment impacts, cost challenges, and accessibility concerns.
Conclusion: Simulation and technology-enhanced learning improve engagement, skills, and retention in medical education. Integration with traditional pedagogies or methods maximizes effectiveness. Virtual simulations aided by technologies, VR or AR offer immersive experiences but require careful implementation. Further research is needed to optimize training, address costs, and enhance curriculum integration.
Embargo Period
6-4-2025
Included in
Use of Simulation for Teaching Biomedical Sciences to Undergraduate Medical Students- A Scoping Review
Moultrie, GA
Objective: The objective of this scoping review is to understand the extent and type of evidence in relation to the use of simulation or SIM-based medical education pedagogies to teach biomedical sciences to undergraduate medical students in accredited medical schools, globally. The review considers literature published between 2014-2024.
Introduction: Simulation, which could be generally described as a computer-based or structured model and practice that replicates the processes, behavior, or characteristics of a real-world system or phenomenon, especially for the purpose of education or training, is increasingly becoming popular and relevant in medical education. However, discrete publications with relatively diverse experiences and outcomes require a critical appraisal and synthesis of evidence towards informing best practices and policies.
Inclusion criteria: The review only considered reports about populations of students enrolled in accredited undergraduate medical education programs that train medical doctors including DO/MD/MBBS/MBChB or equivalents in any country. Simulation, as a concept is considered as reportedly used in the context of teaching knowledge, skills or practice-related attitudes in biomedical science disciplines. Articles published in English Language were considered.
Methods: An initial search of the Cochrane and JBI’s Evidence-based Practice databases in October 2023 found no similar review. For this review, the primary databases searched included PubMed, ERIC, and Google Scholar. Only articles published in English between 2014-2024 were considered. The JBI SUMARI was the platform for screening, approval, extraction, synthesis and review. For screening and appraisal, two or more members of the review team were required to approve an article.
Results: A total of 20 articles were considered for this review out of the initial yield of 2,671. These included: 4 Analytical Cross-Sectional Studies- 2 from Australia, 1 from the USA and 1 from China; 3 Systematic Review and Research Syntheses; 3 Randomized Controlled Trials- 1 from China and 2 from Italy; 6 Quasi-Experimental Studies- 1 from Taiwan, 1 from the Netherlands, 1 from the both China and United Kingdom, 1 from Sweden, 1 from Indonesia and 1 from the United States; and 4 Text and Opinion Studies. Findings highlight the growing use of simulation and technology-enhanced learning in medical education, improving competency, retention, and engagement. Simulation, in its various fidelities and modalities including those aided by VR, AR, and PBL enhance motivation and skills but cannot fully replace hands-on training. Limitations include inconsistent assessment impacts, cost challenges, and accessibility concerns.
Conclusion: Simulation and technology-enhanced learning improve engagement, skills, and retention in medical education. Integration with traditional pedagogies or methods maximizes effectiveness. Virtual simulations aided by technologies, VR or AR offer immersive experiences but require careful implementation. Further research is needed to optimize training, address costs, and enhance curriculum integration.