Low versus high level of physical resemblance in simulation for the acquisition of basic surgical skill: a meta-analysis.
medical education research
simulation
surgery general
surgical education
undergraduate education
Journal
BMJ simulation & technology enhanced learning
ISSN: 2056-6697
Titre abrégé: BMJ Simul Technol Enhanc Learn
Pays: England
ID NLM: 101684779
Informations de publication
Date de publication:
2021
2021
Historique:
received:
30
09
2020
accepted:
14
02
2021
entrez:
6
5
2022
pubmed:
5
3
2021
medline:
5
3
2021
Statut:
epublish
Résumé
Many studies explored the use of simulation in basic surgical education, with a variety of devices, contexts and outcomes, with sometimes contradictory results. The objectives of this meta-analysis were to focus the effect that the level of physical resemblance in a simulation has on the development of basic surgical skill in undergraduate medical students and to provide a foundation for the design and implementation of a simulation, with respect to its effectiveness and alignment with the learning outcomes. We searched PubMed and Scopus database for comparative randomised studies between simulations with a different level of resemblance. The result was synthesised as the standardised mean difference, under a random effect model. We selected 12 out of 2091 retrieved studies, reporting on 373 undergraduate students (mean of subjects 15.54±6.89). The outcomes were the performance of simple skills and the time to complete a task. Two studies reported a scoring system; seven studies reported time for a task; and three studies reported both. The total number of measures included in the meta-analysis was 456 for score and 504 for time. The pooled effect size did not show any significant advantage in a simulation of a high level of physical resemblance over a lower level, both for the scoring system (-0.19, 95% CI -0.44 to 0.06) and for time (-0.14, 95% CI -0.54 to 0.27). Simulations with a low level of physical resemblance showed the same effect as the simulation using a higher level of resemblance on the development of basic surgical skills in undergraduate students.
Sections du résumé
Background
UNASSIGNED
Many studies explored the use of simulation in basic surgical education, with a variety of devices, contexts and outcomes, with sometimes contradictory results.
Objectives
UNASSIGNED
The objectives of this meta-analysis were to focus the effect that the level of physical resemblance in a simulation has on the development of basic surgical skill in undergraduate medical students and to provide a foundation for the design and implementation of a simulation, with respect to its effectiveness and alignment with the learning outcomes.
Study selection
UNASSIGNED
We searched PubMed and Scopus database for comparative randomised studies between simulations with a different level of resemblance. The result was synthesised as the standardised mean difference, under a random effect model.
Findings
UNASSIGNED
We selected 12 out of 2091 retrieved studies, reporting on 373 undergraduate students (mean of subjects 15.54±6.89). The outcomes were the performance of simple skills and the time to complete a task. Two studies reported a scoring system; seven studies reported time for a task; and three studies reported both. The total number of measures included in the meta-analysis was 456 for score and 504 for time. The pooled effect size did not show any significant advantage in a simulation of a high level of physical resemblance over a lower level, both for the scoring system (-0.19, 95% CI -0.44 to 0.06) and for time (-0.14, 95% CI -0.54 to 0.27).
Conclusion
UNASSIGNED
Simulations with a low level of physical resemblance showed the same effect as the simulation using a higher level of resemblance on the development of basic surgical skills in undergraduate students.
Identifiants
pubmed: 35515747
doi: 10.1136/bmjstel-2020-000797
pii: bmjstel-2020-000797
pmc: PMC8936611
doi:
Types de publication
Journal Article
Langues
eng
Pagination
422-427Informations de copyright
© Author(s) (or their employer(s)) 2021. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.
Déclaration de conflit d'intérêts
Competing interests: None declared.
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