Linder Ute, Hartmann Lilly, Schatz Monika, Hetjens Svetlana, Pechlivanidou Ioanna, Kaden Jens J
From the Skills Lab TheSiMa (U.L., L.H., M.S., I.P., J.J.K.), Department of Study and Teaching Development, Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany; and Department of Medical Statistics, Biomathematics and Information Processing (S.H.), Medical Faculty Mannheim, Heidelberg University, Mannheim, Germany.
Simul Healthc. 2025 Aug 1;20(4):215-222. doi: 10.1097/SIH.0000000000000841. Epub 2024 Dec 16.
Simulated participants (SPs) are often employed to teach communication skills in medical education. Although there is a large number of qualitative and/or noncomparative studies in this field, there is no current evidence for the effectiveness of this teaching method based on quantitative comparative meta-data. The aim of this review was to evaluate the effectiveness of SP-based teaching on patient-centered communication skills in medical education compared with traditional teaching formats such as lecture or peer role play focusing on quantitative and comparative data. According to the Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines, we searched MEDLINE, Cochrane Library, PsycINFO, CINAHL, and ERIC databases for relevant studies published through February 2023. We also conducted hand searches and ancestry searches. Of the 8523 publications identified, 21 studies with 2500 participants and a Medical Education Research Study Quality Instrument score of 13.7 (SD = 1.3, N = 21) were included in the synthesis. Ten studies were eligible for meta-analysis. The pooled effect for communication skills outcomes suggests a medium effect preferring SP-based teaching to traditional teaching formats (standardized mean difference = 0.74, 95% confidence interval = 0.37 to 1.11, I2 = 95%, n = 2061). The heterogeneity is high among the analyzed studies. Further analysis reveals great differences among the studies' characteristics (population, objectives, interventions, control group settings, and outcome measurements).
模拟参与者（SPs）常用于医学教育中的沟通技能教学。尽管该领域有大量的定性和/或非比较性研究，但目前尚无基于定量比较元数据的证据表明这种教学方法的有效性。本综述的目的是与传统教学形式（如讲座或同伴角色扮演）相比，评估基于模拟参与者的教学在医学教育中对以患者为中心的沟通技能的有效性，重点关注定量和比较数据。根据系统评价和元分析的首选报告项目指南，我们检索了MEDLINE、Cochrane图书馆、PsycINFO、CINAHL和ERIC数据库，以查找截至2023年2月发表的相关研究。我们还进行了手工检索和追溯检索。在识别出的8523篇出版物中，有21项研究、2500名参与者且医学教育研究质量工具评分为13.7（标准差=1.3，N=21）被纳入综合分析。10项研究符合元分析的条件。沟通技能结果的合并效应表明，与传统教学形式相比，基于模拟参与者的教学有中等效果（标准化平均差=0.74，95%置信区间=0.37至1.11，I2=95%，n=2061）。在分析的研究中异质性较高。进一步分析发现，各研究的特征（人群、目标、干预措施、对照组设置和结果测量）存在很大差异。
