The long-term impact of simulation-based learning on knowledge retention and clinical practice remains uncertain¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q1
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Although SBL enhances immediate learning outcomes, its effects on long-term skill and knowledge retention remain uncertain, consistent with findings in other disciplines showing inconsistent long-term maintenance without reinforcement. → Wu Zeyu 2024

Evidence¶

Wu Zeyu 2024¶

Wu Zeyu, Huang Yiling, Lyu Ling, Huang Yu, Ping Fan. (2024). The efficacy of simulation-based learning versus non-simulation-based learning in endocrinology education: a systematic review and meta-analysis. BMC Medical Education. https://doi.org/10.1186/s12909-024-06010-z

q1 · i? · quant-synthesis · r3

Authors' interpretive statement in the Discussion, not a tested result of this review; the included trials measured immediate post-intervention outcomes. The article notes simulations "show inconsistent effects on long-term maintenance without additional reinforcement or repeated training," citing other disciplines.

"Although SBL clearly enhances immediate learning outcomes, its impact on long-term skill and knowledge retention remains uncertain."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Simulation-based learning improves practical skill test scores in endocrinology education compared with non-simulation-based learning — 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 — related
• Evidence on long-term retention and transfer of clinical communication skills to clinical practice remained inconsistent or lacking across included reviews — possibly the same claim (merge candidate)
• Empathy and communication interventions show short-term gains but evidence on persistence over time is inconsistent — related
• Post-intervention knowledge and skill scores rise 20–50% over pre-intervention scores in reviewed SBL studies — related
• TBL in clinical disciplines is associated with increased knowledge acquisition in many studies, but findings on long-term knowledge retention are contradictory — related
• SBME improves knowledge retention in medical students, with retention demonstrated at delayed testing in three studies — reports the opposite