Eur J Anat, 24 (4): 323-331 (2020)

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

Shaista S. Guraya¹, Salman Y. Guraya², Mona F. Al-Qahtani³

¹RCSI Medical University Bahrain, Bahrain²College of Medicine University of Sharjah, UAE³College of Public Health Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia

ABSTRACT Simulation-based medical education (SBME) is considered to improve cognitive, affective and psy-chomotor domains of the medical trainees. Howev-er, 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 simu-lators AND clinical training AND simulation-based medical education. An initial search selected 1146 titles. Using a systematic algorithm of data selec-tion, extraction and synthesis, a total of eight stud-ies were selected for further review. Research has shown that a triad of academia (faculty and in-structors), program (planning, implementing and evaluating), and resources (simulators and tools) is required for designing a simulation-based curric-ulum. Planning a SBME curriculum involves gaps of identification and needs analysis, defining spe-cific 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 in-clude academia, program development and re-sources. Though psychomotor domain is largely augmented, in general, all clinical skills are im-proved.

Keywords: Simulation-based medical education â?? Fidelity â?? Medical curriculum â?? Feedback â?? Psy-chomotor skills