Document Type

Article

Publication Date

9-25-2025

Abstract

INTRODUCTION: The objective of this scoping review was to understand the methods, 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 and 2024.

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 the English Language were considered.

METHODS: An initial search of the Cochrane and the Joanna Briggs Institute’s [JBI] Evidence-based Practice databases in October 2023 found no similar review. For this review, the primary databases searched included PubMed, ERIC, and Google Scholar. The JBI [Joanna Briggs Institute] SUMARI was the platform for screening, approval, extraction, synthesis, and review. For screening and appraisal, two members of the review team were required to approve an article.

RESULTS: A total of 18 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; 2 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 3 Text and Opinion Studies. Findings highlight the growing use of simulation and technology-enhanced learning in medical education, improving competency, retention, and engagement. Simulation, aided by VR, AR, and PBL, enhances 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 methods maximizes effectiveness. Virtual simulations aided by technologies, VR or AR offer immersive experiences but require careful implementation.

Publication Title

BMC Medical Education

Volume

25

Issue

1

First Page

1259

PubMed ID

40999457

Comments

This article was published in BMC Medical Education, Volume 25, Issue 1.

The published version is available at https://doi.org/10.1186/s12909-025-07819-y.

Copyright © 2025 The Author(s). CC BY 4.0.

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