SBME improves knowledge retention in medical students, with retention demonstrated at delayed testing in three studies¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Three included studies reported improved retention of knowledge after simulation training, including maintenance of auscultation capability three years after Harvey simulation without further exposure. → McInerney Niall 2022

Evidence¶

McInerney Niall 2022¶

McInerney Niall, Nally D., Khan M.F., Heneghan H., Cahill R.A. (2022). Performance effects of simulation training for medical students – a systematic review. GMS Journal for Medical Education. https://www.egms.de/en/journals/zma/2022-39/zma001572.shtml

q2 · i? · review · r2

Narrative review attributing this finding to Perlini's included study of cardiac auscultation simulation. The review reports that "retention of the acquired capability was maintained" at three-year reassessment without further simulator exposure. The review states improved retention was reported in three articles overall.

"Perlini [32] also demonstrated the impact simulation training has on retention of knowledge, focusing on cardiac auscultation. After three years, a subgroup of his students were reassessed. Without any further exposure to the Harvey simulation over that timeframe, retention of the acquired capability was maintained."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Simulation-based medical education improves knowledge-based performance of undergraduate medical students as an adjunct to existing curricula — a broader claim this one bears on
• The long-term impact of simulation-based learning on knowledge retention and clinical practice remains uncertain — reports the opposite