Palaganas Janice C, Mosher Cynthia, Wawersik Dawn, Eller Susan, Kirkpatrick Amanda J, Lazarovici Marc, Brown Kristen M, Stapleton Stephanie, Hughes Patrick G, Tarbet Amanda, Morton Alex, Duff Jonathan P, Gross Isabel T, Sanko Jill
From the MGH Institute of Health Professions (J.C.P., C.M., J.S.), Boston, MA; Alfaisal University College of Medicine (C.M.), Riyadh, Saudi Arabia; Nova Southeastern University, Interprofessional Simulation Institute (D.W.), College of Nursing (J.S.), Fort Lauderdale, FL; Stanford University School of Medicine (S.E.), Stanford, CA; Creighton University College of Nursing (A.J.K.), Omaha, NE; LMU University Hospital Institut für Notfallmedizin und Medizinmanagement - INM (M.L.), München, Germany; Johns Hopkins University School of Nursing (K.M.B.), Baltimore, MD; Boston University (S.S.), Boston, MA; Spencer Fox Eccles School of Medicine (P.G.H.), University of Utah, Salt Lake City, UT; SFPE Foundation (A.T.), Gaithersburg, MD; SimConverse (A.M.), Sydney, Australia; University of Alberta (J.P.D.), Faculty of Medicine and Dentistry, Edmonton, CA; Yale University School of Medicine (I.T.G.), New Haven, CT; and Walden University College of Nursing (J.S.), Minneapolis, MN.
Simul Healthc. 2025 Aug 1;20(4):229-239. doi: 10.1097/SIH.0000000000000822. Epub 2024 Oct 1.
Given the large accumulation of research focused on the effectiveness of in-person simulation-based education (SBE), this umbrella review-or systematic review of systematic reviews-was conducted using Preferred Reporting Items for Systematic Reviews and Meta-analysis guidelines to analyze collective findings and close identified literature gaps. This study presents a descriptive analysis of the most effective modalities, methods, and measurements of in-person SBE, as well as major themes that emerged during analysis as it relates to SBE outcomes.The major patterns or themes that emerged confirm for the first time a longstanding sentiment in the literature, specifically the following: a need to produce higher-quality research with greater rigor, larger sample sizes, more randomized controlled trials, mixed methods, and longitudinal studies. These findings suggest a need to redirect scientific efforts in SBE. Despite the nearly ubiquitous issues noted across the systematic reviews' findings, results of this umbrella review seem to support the notion that in-person simulation-based education improves learning outcomes including technical and nontechnical skills and behavioral and attitudinal change. Analyses highlighted the need to improve overall research approaches and reduce redundancy, as well as the need to standardize terminology, broaden global diversity, and push for further research funding opportunities to support these efforts.
鉴于大量研究聚焦于基于现场模拟的教育（SBE）的有效性，本伞状综述（即对系统评价的系统评价）采用系统评价与Meta分析的首选报告项目指南进行，以分析汇总研究结果并填补已识别的文献空白。本研究对基于现场模拟的教育的最有效模式、方法和测量进行了描述性分析，以及在分析过程中出现的与模拟教育结果相关的主要主题。出现的主要模式或主题首次证实了文献中由来已久的观点，具体如下：需要开展质量更高、更严谨、样本量更大、更多随机对照试验、混合方法和纵向研究。这些发现表明需要重新调整模拟教育方面的科研工作方向。尽管在系统评价的结果中发现了几乎普遍存在的问题，但本伞状综述的结果似乎支持这样一种观点，即基于现场模拟的教育可以改善学习成果，包括技术和非技术技能以及行为和态度的改变。分析强调需要改进整体研究方法并减少冗余，以及需要规范术语、扩大全球多样性，并争取更多研究资金机会以支持这些工作。
