Telesimulation and remote-facilitated paediatric simulation achieved outcomes comparable to in-person training¶

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

Subclaims¶

q2 i? Remote facilitation demonstrated comparable effectiveness to in-person simulation, and perceived emotions were equivalent between tele- and in-person simulation. → 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

q2 · i? · review · r2

The review's synthesis of two included studies (Ohta et al., retrospective cohort, n = 136, remote facilitation in paediatric resuscitation; Nomura et al., quasi-experimental, n = 41, telesimulation). It reports "telesimulation achieved outcomes comparable to in-person training", citing Table 3 findings of comparable effectiveness and equivalent perceived emotions.

"telesimulation achieved outcomes comparable to in-person training [25, 48]."

Discussion¶

Related Claims¶

• The review reports that high-fidelity simulation outperformed case-based discussion for clinical reasoning and leadership in paediatric emergencies — related
• Across the reviewed studies, simulation-based interventions consistently improved paediatric undergraduate learning outcomes, including clinical reasoning, procedural skills and confidence — a broader claim this one bears on
• 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
• Three comparative studies reported superior outcomes for distance simulation over traditional training, involving augmented reality telementoring, remote robotic teaching, and a virtual classroom — related
• Active methodologies show no definitive superiority over traditional teaching in undergraduate dentistry — related
• Remote teaching achieves competency outcomes equivalent to traditional learning for basic surgical skills in most studies — a narrower finding that bears on this claim