Technology-Enhanced Simulation for Health Professions Education

Abstract

in all main analyses. In comparison with no intervention, pooled effect sizes were 1.20 (95% CI, 1.04-1.35) for knowledge outcomes (n=118 studies), 1.14 (95% CI, 1.031.25) for time skills (n=210), 1.09 (95% CI, 1.03-1.16) for process skills (n=426), 1.18 (95% CI, 0.98-1.37) for product skills (n=54), 0.79 (95% CI, 0.47-1.10) for time behaviors (n=20), 0.81 (95% CI, 0.66-0.96) for other behaviors (n=50), and 0.50 (95% CI, 0.34-0.66) for direct effects on patients (n=32). Subgroup analyses revealed no consistent statistically significant interactions between simulation training and instructional design features or study quality.