Reporting of LMIC SBE initiatives is typically insufficient to judge against reporting standards, with minimal detail on design, prebriefing, debriefing, and educational factors¶

Claim · All claims
Evidence · 1 study · review r3 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Few studies report methods in sufficient detail to facilitate comparison to reporting guidelines, with typically minimal reporting of simulation design, prebriefing, and debriefing. → Robinson SJA 2024

Evidence¶

Robinson SJA 2024¶

Robinson SJA, Ritchie AMA, Pacilli M, Nestel D, McLeod E, Nataraja RM. (2024). Simulation-Based Education of Health Workers in Low- and Middle-Income Countries: A Systematic Review. Glob Health Sci Pract. https://doi.org/10.9745/GHSP-D-24-00187

q3 · i? · review · r3

The review's narrative synthesis of reporting quality across included studies: few studies report methods sufficiently to compare against reporting guidelines, which the authors attribute to the recency of guideline development and their lack of emphasis on LMIC perspectives. Learner groups, facilitator training, and TTT approaches could not be meaningfully extracted.

"Nonetheless, there is typically minimal reporting of simulation design, prebriefing, and debriefing, and limited discussion of educational factors, such as deliberate practice and mastery learning."

Discussion¶

Related Claims¶

• Standardized SBE programs were more likely to improve outcomes than independent programs in LMICs (78% vs. 71%) — related
• LMIC SBE most commonly uses low-technology modalities, chiefly mannequins, scenario-based simulation, and synthetic part-task trainers — related
• Most LMIC simulation-based education studies testing significance demonstrate at least partial improvement in patient-level (Kirkpatrick Level 4) outcomes — related