Simulation dominates the literature on obstetric emergency knowledge-building, but evidence for sustained behaviour change and clinical impact remains limited¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Simulation dominates the literature on OE knowledge-building, spanning low-cost improvised models to advanced immersive virtual reality systems. → Stelling H 2026 q2 i? Evidence for sustained behaviour change and clear demonstration of clinical impact of simulation remains limited. → Stelling H 2026 (2)

Evidence¶

Stelling H 2026¶

Stelling H, Burford B, Park S, McGurk L, Brown M E L, Vance G. (2026). How do doctors build knowledge around obstetric emergencies? A scoping review. BMJ Open. https://doi.org/10.1136/bmjopen-2026-119725

q2 · i? · review · r2

Narrative synthesis across the scoping review's training domain: simulation spans "low-cost, improvised models" to "advanced, immersive virtual reality systems", with standardised commercial models being most common. No formal quality appraisal was undertaken.

"Simulation—delivered in both educational and workplace contexts—dominates the literature (online supplemental file S6A), encompassing methods from low-cost, improvised models (OE1368, OE130,9 OE215)10 to advanced, immersive virtual reality systems"

Stelling H 2026 (2)¶

Stelling H, Burford B, Park S, McGurk L, Brown M E L, Vance G. (2026). How do doctors build knowledge around obstetric emergencies? A scoping review. BMJ Open. https://doi.org/10.1136/bmjopen-2026-119725

q2 · i? · review · r2

Narrative synthesis in the training domain: the review reports that "evidence for sustained behaviour change and clear demonstration of clinical impact remains limited". Simulation can improve team performance and show potential to contribute to better clinical outcomes per the review.

"However, evidence for sustained behaviour change and clear demonstration of clinical impact remains limited (OE207,15 OE28,16 online supplemental file S6B)."

Discussion¶

Related Claims¶

• Experiential knowledge from clinicians and patients is underrepresented in the obstetric emergency literature — related
• Workplace-based learning from real-patient encounters is sparse in the obstetric emergency literature and remains a significant gap — related
• Barriers to obstetric emergency knowledge-building are both structural and cultural, and inequalities permeate all domains driving inequities in outcomes — related
• VR/AR implementation challenges fall on three fronts: learner distraction and discomfort, teacher classroom-management and design burdens, and school cost and infrastructure limits — related
• Supervision is critical for applying obstetric emergency knowledge, with increased complications during periods of reduced oversight — related
• Teachers identified cost, bulky headsets, Wi-Fi connectivity, and technical issues as key challenges to integrating VR into ML2 teaching — related
• Innovative andragogical strategies — simulation, narrative medicine, reflective writing — enhance empathy, compassion, and communication skills in medical students — related
• Low-cost simulation studies in nursing most frequently target specific clinical competencies (79.5%), with obstetric and neonatal emergency management the single largest group — related