View in EDS

Simulation instructional design features with differences in clinical outcomes: A narrative review.

Saved in:
Bibliographic Details
Title: Simulation instructional design features with differences in clinical outcomes: A narrative review.
Authors: Low, Matthew Jian Wen1 mlow@nus.edu.sg, Yeo, Han Ting Jillian2, Samarasekera, Dujeepa D.2, Chan, Gene Wai Han1, Shing, Lee Shuh2
Source: Asia Pacific Scholar. Oct2025, Vol. 10 Issue 4, p5-25. 21p.
Subject Terms: *INSTRUCTIONAL systems design, *MEDICAL education, *COMPUTER simulation, *TREATMENT effectiveness, *SIMULATION methods & models
Abstract: Introduction: Effective and actionable instructional design features improve return on investment in Technology enhanced simulation (TES). Previous reviews on instructional design features for TES that improve clinical outcomes covered studies up to 2011, but updated, consolidated guidance has been lacking since then. This review aims to provide such updated guidance to inform educators and researchers. Methods: A narrative review was conducted on instructional design features in TES in medical education. Original research articles published between 2011 to 2022 that examined outcomes at Kirkpatrick level three and above were included. Results: A total of 30,491 citations were identified. After screening, 31 articles were included in this review. Most instructional design features had a limited evidence base with only one to four studies each, except 11 studies for simulator modality. Improved outcomes were observed with error management training, distributed practice, dyad training, and in situ training. Mixed results were seen with different simulation modalities, isolated components of mastery learning, just-in-time training, and part versus whole task practice. Conclusion: There is limited evidence for instructional design features in TES that improve clinical outcomes. Within these limits, error management training, distributed practice, dyad training, and in situ training appear beneficial. Further research is needed to assess the effectiveness and generalisability of these features. [ABSTRACT FROM AUTHOR]
Database: Academic Search Index
Description
Abstract:Introduction: Effective and actionable instructional design features improve return on investment in Technology enhanced simulation (TES). Previous reviews on instructional design features for TES that improve clinical outcomes covered studies up to 2011, but updated, consolidated guidance has been lacking since then. This review aims to provide such updated guidance to inform educators and researchers. Methods: A narrative review was conducted on instructional design features in TES in medical education. Original research articles published between 2011 to 2022 that examined outcomes at Kirkpatrick level three and above were included. Results: A total of 30,491 citations were identified. After screening, 31 articles were included in this review. Most instructional design features had a limited evidence base with only one to four studies each, except 11 studies for simulator modality. Improved outcomes were observed with error management training, distributed practice, dyad training, and in situ training. Mixed results were seen with different simulation modalities, isolated components of mastery learning, just-in-time training, and part versus whole task practice. Conclusion: There is limited evidence for instructional design features in TES that improve clinical outcomes. Within these limits, error management training, distributed practice, dyad training, and in situ training appear beneficial. Further research is needed to assess the effectiveness and generalisability of these features. [ABSTRACT FROM AUTHOR]
ISSN:24249335
DOI:10.29060/TAPS.2025-10-4/RA3572