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

Beal, Matthew David, Kinnear, John, Anderson, Caroline Rachael, Martin, Thomas David, Wamboldt, Rachel and Hooper, Lee (2017) The effectiveness of medical simulation in teaching medical students critical care medicine: A systematic review and meta-analysis. Simulation in Healthcare, 12 (2). 104–116. ISSN 1559-2332

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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).

Item Type: Article
Uncontrolled Keywords: medical education,medical students,medical simulation,meta-analysis,critical care
Faculty \ School: Faculty of Medicine and Health Sciences > Norwich Medical School
Depositing User: Pure Connector
Date Deposited: 24 Sep 2016 00:25
Last Modified: 02 Apr 2020 00:36
URI: https://ueaeprints.uea.ac.uk/id/eprint/60036
DOI: 10.1097/SIH.0000000000000189

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