Virtual simulations and mannequins or real persons show no significant difference in improving knowledge in medical and nursing education¶

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

Subclaims¶

q3 i? Pooled RCT evidence shows no significant difference between VSs and mannequins or RPs on knowledge outcomes (SMD=0.08), with trial sequential analysis indicating further studies would hardly change the insignificant result. → Jiang N 2024

Evidence¶

Jiang N 2024¶

Jiang N, Zhang Y, Liang S, Lyu X, Chen S, Huang X, Pan H. (2024). Effectiveness of Virtual Simulations Versus Mannequins and Real Persons in Medical and Nursing Education: Meta-Analysis and Trial Sequential Analysis of Randomized Controlled Trials. Journal of Medical Internet Research. https://doi.org/10.2196/56195

q3 · i? · quant-synthesis · r3

Random-effects meta-analysis of 8 RCTs assessing knowledge, conducted per Cochrane methodology. The pooled SMD=0.08 (95% CI –0.30 to 0.47) was not significant; the "inner wedge" area had been reached, indicating strong evidence the insignificant result would persist. Leave-one-out analysis was consistent.

"the pooled effect size did not reflect a significant difference between VSs and mannequins or RPs on the knowledge outcome (SMD=0.08; 95% CI –0.30 to 0.47; I2=67%; P=.002)"

Discussion¶

Related Claims¶

• Virtual simulations and mannequins or real persons show no significant difference in fostering clinical reasoning, but the evidence is inconclusive — related
• Virtual simulations and mannequins or real persons show no significant difference in improving procedural skills, with a conclusive trial sequential analysis result — related
• Virtual simulations and real persons show no significant difference in enhancing communication skills — related
• Virtual simulations are less effective than mannequins or real persons for procedural skills among nursing participants — reports the opposite
• Virtual patients more effectively improve skills than traditional education (pooled SMD=0.90) — related
• Virtual patients blended with traditional education show moderate positive skills effects, but the pooled interval crosses zero — related
• In the few trials comparing them, virtual patients showed no significant knowledge differences versus other digital education, and skills differences in only one of three studies — related
• Virtual patient simulations are at least as effective as traditional education for knowledge outcomes (pooled SMD=0.11) — related