Developing a framework of simulation-based medical education curriculum for effective learning

ABSTRACT

Simulation-based medical education (SBME) is considered to improve cognitive, affective and psychomotor domains of the medical trainees. However, very few institutions use a structured high-fidelity SBME curriculum. This systematic review provides an insight into a framework for planning, implementing and evaluating a simulation-based curriculum along with its required infrastructure. Electronic databases of ScienceDirect, Wiley online library, Ovid, Medline, Cochrane library, CI-NAHL, and ISI Web of knowledge were searched for full-text English language articles using key-words; simulation OR medical education OR simulators AND clinical training AND simulation-based medical education. An initial search selected 1146 titles. Using a systematic algorithm of data selection, extraction and synthesis, a total of eight studies were selected for further review. Research has shown that a triad of academia (faculty and instructors), program (planning, implementing and evaluating), and resources (simulators and tools) is required for designing a simulation-based curriculum. Planning a SBME curriculum involves gaps of identification and needs analysis, defining specific learning objectives and teaching pedagogies. Implementing SBME leads to enhanced psycho-motor skills to a greater extent than cognitive and affective learning. Practice, repetition and learning from errors with immediate and post-event feed-back makes the simulation exercises a perfect learning tool. This study provides a framework of key elements of SBME that can be embedded into medical curricula. Pillars of SBME curriculum include academia, program development and resources. Though psychomotor domain is largely augmented, in general, all clinical skills are improved

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