Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2011 Aug;6 Suppl(Suppl):S42-7.
doi: 10.1097/SIH.0b013e318222fde9.

Evaluating the impact of simulation on translational patient outcomes

William C McGaghie  1 , Timothy J Draycott, William F Dunn, Connie M Lopez, Dimitrios Stefanidis
Affiliations

Evaluating the impact of simulation on translational patient outcomes

William C McGaghie et al. Simul Healthc. 2011 Aug.

Abstract

Introduction: A long and rich research legacy shows that under the right conditions, simulation-based medical education (SBME) is a powerful intervention to increase medical learner competence. SBME translational science demonstrates that results achieved in the educational laboratory (T1) transfer to improved downstream patient care practices (T2) and improved patient and public health (T3).

Method: This is a qualitative synthesis of SBME translational science research (TSR) that employs a critical review approach to literature aggregation.

Results: Evidence from SBME and health services research programs that are thematic, sustained, and cumulative shows that measured outcomes can be achieved at T1, T2, and T3 levels. There is also evidence that SBME TSR can yield a favorable return on financial investment and contributes to long-term retention of acquired clinical skills. The review identifies best practices in SBME TSR, presents challenges and critical gaps in the field, and sets forth a TSR agenda for SBME.

Conclusions: Rigorous SBME TSR can contribute to better patient care and improved patient safety. Consensus conference outcomes and recommendations should be presented and used judiciously.

PubMed Disclaimer

References

    1. Issenberg SB, McGaghie WC, Hart IR, Mayer JW, Felner JW, Petrusa ER, Waugh RA, Brown DD, Safford RR, Gessner IH, Gordon DL, Ewy GA. Simulation technology for health care professional skills training and assessment. JAMA. 1999;282:861–866. - PubMed
    1. Issenberg SB, McGaghie WC, Petrusa ER, Gordon DE, Scalese RJ. Features and uses of high-fidelity medical simulations that lead to effective learning: a BEME systematic review. Med Teach. 2005;27(1):10–28. - PubMed
    1. McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. Effect of practice on standardized learning outcomes in medical education. Med Educ. 2006;40:792–797. - PubMed
    1. McGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ. A critical review of simulation-based medical education research: 2003-2009. Med Educ. 2010;44:50–63. - PubMed
    1. McGaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Does Simulation-based medical education with deliberate practice yield better results than traditional clinical education? A meta-analytic comparative review of the evidence. Acad Med. 2011;86 in press. - PMC - PubMed

Publication types