The effectiveness of medical simulation in teaching medical students critical care medicine: A systematic review and meta-analysis

Matthew David Beal, John Kinnear, Caroline Rachael Anderson, Thomas David Martin, Rachel Wamboldt, Lee Hooper

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34 Citations (Scopus)
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Abstract

We aimed to assess effectiveness of simulation for teaching medical students critical care medicine and to assess which simulation methods were most useful. We searched AMED, EMBASE, MEDLINE, ERIC, BEI, AEI, plus bibliographies andcitations, to July 2013. Randomised controlled trials comparing effectiveness ofsimulation with another educational intervention, or no teaching, for teaching medical students critical care medicine were included. Assessments for inclusion, quality and data extraction were duplicated and results synthesised using meta-analysis. 
We included 22 RCTs (n=1325). Fifteen studies comparing simulation with otherteaching found simulation to be more effective (SMD 0.84, 95% CI 0.43 to 1.24;p<0.001; I2 89%). High-fidelity simulation was more effective than low-fidelity and subgrouping supported high-fidelity simulation being more effective than other methods. Simulation improved skill acquisition (SMD 1.01, 95% CI 0.49 to 1.53) but was no better than other teaching in knowledge acquisition (SMD 0.41, 95% CI -0.09 to 0.91).
Original languageEnglish
Pages (from-to)104–116
JournalSimulation in Healthcare
Volume12
Issue number2
Early online date5 Dec 2016
DOIs
Publication statusPublished - Apr 2017

Keywords

  • medical education
  • medical students
  • medical simulation
  • meta-analysis
  • Critical Care

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