Across the reviewed studies, simulation-based interventions consistently improved paediatric undergraduate learning outcomes, including clinical reasoning, procedural skills and confidence¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2026 · checked against its sources 2026-10-31 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The review concludes that SBE interventions consistently improved outcomes across clinical performance, knowledge acquisition, technical skills, and affective domains, measured via OSCEs, pre-post tests, and validated questionnaires. → 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 outcome data across the 30 studies, assessed via OSCEs, pre-post and retention tests, performance checklists, and validated questionnaires. It reports "simulation-based interventions consistently improved outcomes", with modality-specific advantages, though no statistical aggregation was performed.

"Despite these barriers, simulation-based interventions consistently improved outcomes. High-fidelity modalities enhanced clinical reasoning, leadership, and confidence in recognizing clinical severity [31, 33], while virtual reality proved effective for knowledge retention and skill acquisition [22, 27, 49]."

Discussion¶

Related Claims¶

• The review reports that high-fidelity simulation outperformed case-based discussion for clinical reasoning and leadership in paediatric emergencies — a narrower finding that bears on this claim
• Virtual reality was particularly effective for procedural skill development and knowledge retention in paediatric undergraduate training — a narrower finding that bears on this claim
• High-fidelity manikins and virtual reality were the most common paediatric SBE modalities across the reviewed studies — related
• Thirty empirical studies of paediatric simulation-based education in undergraduate medical education were identified, predominantly randomized controlled trials and quasi-experimental designs — related
• Resource limitations, technical hurdles and time constraints were the primary reported barriers to implementing paediatric SBE — related
• Paediatric SBE research is geographically concentrated in high- and upper-middle-income regions, with no studies from the Middle East/North Africa region in the specified timeframe — related
• Telesimulation and remote-facilitated paediatric simulation achieved outcomes comparable to in-person training — a narrower finding that bears on this claim
• Skills outcomes mostly showed no between-role differences, with active participant advantages limited to delayed technical skills, non-technical affective outcomes, and role-continuity effects — related
• No included study measured critical thinking as an explicit outcome or compared simulation modalities directly — related
• Affective outcomes (satisfaction, confidence, engagement) are consistently positive across ADS modalities but rest predominantly on subjective, short-term measures — 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
• Most digital teaching methods demonstrated positive effects on practical skills acquisition, particularly simulation-based, VR-supported or interactive formats, but effect magnitude and consistency varied substantially — a broader claim this one bears on
• Participant satisfaction with simulation-based leadership training was generally high, often above 90% — related
• Included studies reported improved comfort, confidence and empathy, but used no standardised outcome measures — related
• VR tools enhance acquisition and retention of clinical and procedural skills but face barriers including cybersickness, limited tactile feedback and variable long-term skill transfer — a narrower finding that bears on this claim
• High-fidelity simulation particularly enhances core clinical competencies such as CPR, infection control, and diagnostic reasoning — a narrower finding that bears on this claim
• Active methodologies show no definitive superiority over traditional teaching in undergraduate dentistry — reports the opposite
• Providing clinical cases is the primary method to enhance students' clinical reasoning — related
• Very high majorities of students rated high-fidelity simulation as enhancing learning, clinical reasoning, decision-making, and value — related
• Feedback-oriented and interactive instructional methods are associated with improvements in clinical reasoning, procedural skills, and learner confidence in orthodontic postgraduate education — related
• SDL is implemented through two main categories: theoretical (knowledge-focused) and practical (hands-on procedural) approaches — related
• Across all modalities, training interventions improved either performance or safety outcomes — a broader claim this one bears on
• VR clinical simulation produced higher anxiety than face-to-face manikin simulation in maternal-newborn nursing — a narrower finding that bears on this claim