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With the increasing recognition of the importance of simulation-based teaching in medical education, research in this field has developed rapidly. To comprehensively understand the research dynamics and trends in this area, we conducted an analysis of knowledge mapping and global trends. This study aims to reveal the research hotspots and development trends in the field of simulation-based teaching in medical education from 2004 to 2024 through bibliometric and visualization analyses. Using CiteSpace and VOSviewer, we conducted bibliometric and visualization analyses of 6743 articles related to simulation-based teaching in medical education, published in core journals from 2004 to 2024. The analysis included publication trends, contributions by countries and institutions, author contributions, keyword co-occurrence and clustering, and keyword bursts. From 2004 to 2008, the number of articles published annually did not exceed 100. However, starting from 2009, the number increased year by year, reaching a peak of 850 articles in 2024, indicating rapid development in this research field. The United States, Canada, the United Kingdom, Australia, and China published the most articles. Harvard University emerged as a research hub with 1799 collaborative links, although the overall collaboration density was low. Among the 6743 core journal articles, a total of 858 authors were involved, with Lars Konge and Adam Dubrowski being the most prolific. However, collaboration density was low, and the collaboration network was relatively dispersed. A total of 812 common keywords were identified, forming 4189 links. The keywords \"medical education,\" \"education,\" and \"simulation\" had the highest frequency of occurrence. Cluster analysis indicated that \"cardiopulmonary resuscitation\" and \"surgical education\" were major research hotspots. From 2004 to 2024, a total of 20 burst keywords were identified, among which \"patient simulation,\" \"randomized controlled trial,\" \"clinical competence,\" and \"deliberate practice\" had high burst strength. In recent years, \"application of simulation in medical education,\" \"3D printing,\" \"augmented reality,\" and \"simulation training\" have become research frontiers. Research on the application of simulation-based teaching in medical education has become a hotspot, with expanding research areas and hotspots. Future research should strengthen interinstitutional collaboration and focus on the application of emerging technologies in simulation-based teaching.

Background and Aims: Simulation-based teaching (SBT) has become integral to healthcare education, offering a dynamic and immersive learning experience for bridging theoretical knowledge with real-world clinical practice. Faculty members play a crucial role in shaping the effectiveness of simulation-based education, necessitating the implementation of comprehensive faculty development programmes. This scoping review explores existing literature on training programmes for simulation-based teaching, focusing on strategies employed and the overall impact on educators and the quality of simulation-based education. Methods: The scoping review comprised five sequential steps: identifying the research question; identifying relevant studies; study selection; charting the data; and collating, summarising, and reporting the results. The research questions focused on existing practices and approaches in faculty development for simulation-based teaching, challenges or barriers reported, and the effectiveness of utilised methods and strategies. Results: A systematic search of databases yielded 13 studies meeting inclusion criteria out of 1570 initially screened papers. These studies provided insights into various aspects of faculty development programmes, including their nature, duration, and participant profiles. Despite the diversity in approaches, detailed, specialty-specific programmes were scarce, especially in anaesthesiology. Challenges, while implicit, lacked explicit exploration. Most studies reported positive outcomes, emphasising achievement of learning objectives, appreciable course content, and relevance to teaching practices. Conclusion: This scoping review describes the existing literature regarding the faculty training or development programmes related to SBT. The programmes target various health professionals and have a wide range of durations. The need for such a programme targeting anaesthesiologists is emphasised.

Establishing intravenous access in newborns in an emergency situation is a challenge even for well-trained neonatologists. As not all hospitals have a neonatology department, other specialists such as anaesthesiologists and obstetricians must also be able to quickly establishing venous access. Consequently, there is a need for teaching strategies that can be used for a large group of people. To evaluate the applicability and the acceptance of a teaching method for umbilical venous access that can be implemented in hospitals with obstetric departments following the principles of simulation-based learning. Single-center cross-over pilot-study with video-based teaching of medical students using a model with fresh umbilical cords. The volunteers performed three techniques: standard umbilical cord cut - umbilical button cannula (S-EUC), lateral incision - umbilical button cannula (L-EUC) and standard umbilical cord cut - umbilical catheter (S-UC). Participants' acceptance of the teaching method was evaluated using Likert-scale. The video teaching was considered as easy to learn and understand for all three techniques. After practicing on the model, most participants believed that they could successfully apply at least one of the techniques if faced with a real emergency situation. Subjects were able to perform the techniques in similar timescales to those published in the literature for the standard technique (S-UC). The teaching method combining video learning and practical training on real umbilical cords, is suitable for teaching venous access in newborns even for untrained personnel. The model can be replicated using materials every obstetrics department has at hand.

To construct and evaluate a comprehensive training pathway based on simulated operation training to improve the mental health literacy and clinical communication skills of junior dental undergraduate students. A quasi-randomized controlled pre-post mixed-methods design was used, with 60 lower-year dental students enrolled. The intervention group received 5-module training (VR scenario cognition, stress regulation, simulation integration, standardized patient communication, reflective reinforcement), while the control group received conventional teaching. Assessments were conducted at T0 (baseline), T1 (post-Module 3), T2 (post-Module 5), and T3 (1 month post-internship) using tools including DANVA-2, MHL-Q, SEGUE, JSE-HP, and CD-RISC-10. At T3, the intervention group showed significantly higher scores than the control group: DANVA-2 accuracy (80.7% ± 6.1% vs. 66.2% ± 6.5%, Cohen's  = 2.31), MHL-Q (71.1 ± 4.8 vs. 60.8 ± 5.4,  = 2.05), SEGUE (80.9 ± 5.9 vs. 67.2 ± 6.0,  = 2.28), and CD-RISC-10 (28.4 ± 3.5 vs. 23.2 ± 3.7,  = 1.46) (all  < 0.05). Emotional recognition (OR = 1.12, 95%CI: 1.06-1.18) and communication effectiveness (OR = 1.15, 95%CI: 1.09-1.21) independently predicted clinical integration ability. The simulation-based training pathway improves dental students' MHL, CC skills, and psychological resilience, and correlates with better clinical performance, providing empirical support for dental education.

Simulation-based teaching can be a valuable method for learning statistical concepts. Its practical implementation for health-related subjects is seldomly evaluated. We propose a simulation-based approach to teach interaction effects in a postgraduate biostatistics course. We describe the steps involved in organizing and implementing a simulation-based activity and evaluate its execution. Mainly master and doctoral students in medical sciences (public health/epidemiology) participated to a 3-hr long online workshop on interaction effects. We presented one main learning activity, broken down into six progressive steps, from visualizing an interaction effect to investigating samples leading to erroneous inference. A total of 85 people attended of which 53 filled out an evaluation survey. Most (89%) of the respondents reported that the proposed activities helped them better understand interaction effects. A qualitative content analysis of free-text answers indicated that learning activities focusing on interaction effects in this way were useful for developing an understanding of both the meaning of statistical models and their interpretations. We conclude that a simulation-based approach can be a useful and interactive tool to create a valuable learning experience. The materials provided in this article can serve as a starting point for teachers who wish to implement such a method.

Background Effective communication has been linked to a reduction in adverse events and improved patient compliance. Currently in Otolaryngology – Head and Neck Surgery (OTL-HNS) residency programs, there is limited explicit teaching of communication skills. Our objective was to implement an educational program on communication skills for residents using multisource assessment in several simulation-based contexts throughout residency. Methods For three consecutive years, OTL-HNS residents were recruited to participate in a total of nine simulation-based clinical scenarios in which communication skills could be honed. This educational program was designed to provide instruction and practice of challenging ethics scenarios, with communication efficacy as a secondary goal. To facilitate this goal, a multisource assessment was paired with a debriefing process that involved attending staff, observing and participating residents, standardized patients, and invited content experts. Results Seventeen residents completed the curriculum for at least two consecutive years from 2009 to 2011. The internal-consistency reliability of the scenarios ranged from 0.88 to 0.96. The intraclass correlation was 0.19, as expected in this context. There was no statistical difference in the mean ratings of performance across post-graduate year (PGY) level ( p  = 0.201). Results from the random-intercept regression indicated that, on average, a learner’s mean rating at baseline was 3.6/5 and increased significantly by 0.25 points per year ( p  < 0.05) as assessed by OTL-HNS staff members and peers. No significant improvement across time was found for ratings by non-medical assessors. Conclusion Implementing an educational program focused on communication skills using a multisource assessment in various contexts has shown to be potentially effective at our institution, and resulted for yearly improvement and consolidation of performance of OTL-HNS residents as judged by faculty and residents. The inclusion of a multisource assessment in the simulation curriculum is key to allow for the representation of different perspectives on communication skills, for both the assessment and the debriefing process. Future studies are needed to explore the possibility of fully integrating this educational program into residence training in order to support deliberate communication skills teaching.

The coronavirus disease-2019 (COVID-19) pandemic has had an unprecedented impact leading to novel adaptations in post-graduate medical education for cardiovascular and general internal medicine. Whilst the results of initial community COVID-19 vaccination are awaited, continuation of multimodality teaching and training that incorporates telelearning will have enduring benefit to post-graduate education and will place educational establishments in good stead to nimbly respond in future pandemic-related public health emergencies. With the rise in innovative virtual learning solutions, medical educators will have to leverage technology to develop electronic educational materials and virtual courses that facilitate adult learning. Technology-enabled virtual learning is thus a timely progression of hybrid classroom initiatives that are already adopted to varying degrees, with a need for faculty to serve as subject matter experts, to host and moderate online discussions, and to provide feedback and overall mentorship. As an extension from existing efforts, simulation-based teaching (SBT) and learning and the use of mixed reality technology should also form a greater core in the cardiovascular medicine curriculum. We highlight five foundational themes for building a successful e-learning model in cardiovascular and general post-graduate medical training: (1) digital solutions and associated infrastructure; (2) equity in access; (3) participant engagement; (4) diversity and inclusion; and (5) patient confidentiality and governance framework. With digitalisation impacting our everyday lives and now how we teach and train in medicine, these five guiding principles provide a cognitive scaffold for careful consideration of the required ecosystem in which cardiovascular and general post-graduate medical education can effectively operate. With due consideration of various e-learning options and associated infrastructure needs; and adoption of strategies for participant engagement under sound and just governance, virtual training in medicine can be effective, inclusive and equitable through the COVID-19 era and beyond.

Critical thinking is a crucial skill in the nursing profession and must be fostered through nursing education. Simulation-based learning (SBL) with technological modalities is a pedagogical approach to enhance critical thinking skills for nursing students. The use of technology in SBL to achieve critical thinking skills is diverse. No previous scoping review has systematically mapped studies on SBL supported by technology to enhance critical thinking in nursing students. This scoping review aimed to systematically map research on the use of SBL supported by technology to enhance critical thinking in nursing students. This scoping review was conducted according to the framework by Arksey and O'Malley and was reported according to the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews) guidelines. A systematic, comprehensive literature search was performed in the LILACS, ERIC, MEDLINE, Embase, PsycINFO, and Web of Science databases in 2021 and repeated in 2023 and 2024. Pairs of authors independently assessed titles, abstracts, and full-text papers and extracted data from the included studies. The data underwent summative and thematic analysis and were categorized according to the findings. In total, 4 main categories of technology applied in SBL were identified: computer-based simulations, human-patient simulators, virtual reality or immersive virtual reality, and others. The findings revealed a shift across time in the technology used for SBL to enhance critical thinking, from human patient simulators to computer-based simulations. A dominant part of the included studies published after 2018 (21/44, 48%) incorporated a combination of asynchronous and synchronous learning activities. The theoretical foundation of the studies revealed a range of scientific theories and conceptual frameworks and models. Enablers of or barriers to the enhancement of critical thinking skills in nursing students were identified within the following themes: affinity for and availability of technology, realism, accessibility, engagement and motivation, validation, return on investment, and enhanced critical thinking through SBL using technology. There has been a noticeable shift in the technology and use of technology in SBL. Descriptions of the applied technology and pedagogical considerations are pivotal for comparing or synthesizing research results. There has been a trend toward a blended educational approach combining synchronous and asynchronous learning activities. User technological proficiency and the perceived quality of the technology are imperative in the development of critical thinking. Realism, engagement, and motivation play pivotal roles in the enhancement of critical thinking in technologically supported SBL. The establishment of robust theoretical foundations of research and standardized research practices will strengthen the evidence obtained from the research conducted.

This study evaluates the impact of high-fidelity simulation on the acquisition and retention of competencies in nursing students. High-fidelity simulation provides a realistic and risk-free environment allowing students to practice, which potentially enhances the acquisition and retention of required competencies. A blinded, randomised clinical trial with three arms was conducted with a pretest and a follow-up at 6 months (post-test 1) and 12 months (post-test 2). This study was conducted with 105 s-year nursing students, divided into three groups: control (6 low-fidelity simulations), intervention 1 (3 high-fidelity and 3 low-fidelity) and intervention 2 (6 high-fidelity simulations). Competencies were assessed using the Objective Structured Clinical Examination at baseline, 6 and 12 months. Student satisfaction was measured with the Simulated Clinical Experiences Scale. Initial competency scores were similar across groups. At 6 months, both intervention groups showed significant improvements in critical thinking (6.2 and 6.0, p < 0.05), clinical skills (6.8 and 6.6, p < 0.05), communication (8.0 and 8.3, p < 0.05) and ethics (7.6 and 7.5, p < 0.05) compared with the control group. Intervention group 1 demonstrated better competency retention at 12 months. Overall satisfaction with highfidelity simulation was high (9.13/10), with particular praise for the practical dimension (8.95/10), realism (8.02/10) and the cognitive dimension (9.43/10). High-fidelity simulation has the potential to enhance nursing competencies effectively. This approach supports long-term skill retention, highlighting the importance of a well-structured curriculum that integrates different simulation levels for optimal student preparation for clinical practice.