High-fidelity manikins and virtual reality were the most common paediatric SBE modalities across the reviewed studies¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? High-fidelity manikins and virtual reality dominated the modalities used, with virtual patients, serious games, telesimulation, and hybrid manikin–standardized-patient approaches also reported. → Eid Farida 2026

Evidence¶

Eid Farida 2026¶

Eid Farida, Maryum Rida, Waugh Lucy, Kilian Paddy, Atiomo William, Al-Hammadi Suleiman. (2026). Simulation-Based Education (SBE) in paediatric undergraduate medical education: a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-026-09730-6

q3 · i? · review · r2

The review's synthesis of Table 3 modality data across the 30 included studies. It reports that "High-fidelity manikins were frequently utilized" and that "Virtual reality emerged as a prominent modality", alongside virtual patients, serious games, simulation games, and telesimulation.

"High-fidelity manikins were frequently utilized for teaching paediatric emergencies [31, 32], respiratory diseases [33], therapeutics [50], and OSCE preparation [49]. Virtual reality emerged as a prominent modality for emergency response training [47], congenital heart disease education [22], clinical assessment of respiratory distress [23, 29], airway management [27], and user experience evaluation [24]."

Discussion¶

Related Claims¶

• The review reports that high-fidelity simulation outperformed case-based discussion for clinical reasoning and leadership in paediatric emergencies — related
• Virtual reality was particularly effective for procedural skill development and knowledge retention in paediatric undergraduate training — related
• Review syntheses: VR/AR most often improved academic achievement and motivation, but sometimes performed no better than conventional technologies — related
• Across the reviewed studies, simulation-based interventions consistently improved paediatric undergraduate learning outcomes, including clinical reasoning, procedural skills and confidence — related
• Telesimulation and remote-facilitated paediatric simulation achieved outcomes comparable to in-person training — related
• Resource limitations, technical hurdles and time constraints were the primary reported barriers to implementing paediatric SBE — related
• Manikins show anatomical discrepancies against human imaging data, yet may still support effective skill acquisition, suggesting educational fidelity can matter more than anatomical replication — related
• Virtual patient scenarios focused on psychiatric and chronic diseases, with major depressive disorder and cancer most common; acute, infectious, and rare conditions were absent — related
• VR clinical simulation produced higher anxiety than face-to-face manikin simulation in maternal-newborn nursing — related