SynthesisBMC medical education2024
The efficacy of simulation-based learning versus non-simulation-based learning in endocrinology education: a systematic review and meta-analysis.
Synthesis in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Evidence of the effectiveness of projects, programs, and/or strategies for curricular innovation in undergraduate health courses: systematic review and meta-analysis.BMC medical education · 2025Pooled it
- Facilitated interactive video versus simulation-based training after a standardized lecture for basic life support in medical students: a randomized trial.BMC medical education · 2026Trial
- Reforming hospital management education with the P-MASE pedagogy: a randomized controlled trial.BMC medical education · 2026Trial
- Active learning in diabetes education for health professions students: a narrative synthesis of effectiveness and implementation considerations.Medical education online · 2026Review
- Bridging the gap in adrenal crisis management: a pilot simulation-based pre post educational intervention to improve resident knowledge.BMC medical education · 2026Article
- The Efficacy of Integrating Problem-Based Learning with the BOPPPS Six-Step Methodology in Endocrinology Clinical Instruction.Medical principles and practice : international journal of the Kuwait University, Health Science Centre · 2026Article
- Teaching third-year students MALDI-TOF using a combination of online interactive simulation and face-to-face practical inquiry.Journal of microbiology & biology education · 2026Article
- Student Satisfaction with Pharmacopuncture Education and the Need for Curriculum Improvement.Journal of pharmacopuncture · 2026Article
- Progress in educational theory and translational implementation of simulation-based education for healthcare professionals: an integrative analysis from theory to effectiveness.Frontiers in medicine · 2026Review
- Experiences and perceptions of students in occupational therapy regarding the use of desktop virtual environments-based simulation: a qualitative study.BMC medical education · 2025Article
- Simulation-based learning in endocrinology postdoctoral training: Application and effectiveness analysis.Journal of education and health promotion · 2025Article
- Exploration and practice of Medical Simulation Center construction under the background of New Medical Sciences.Frontiers in public health · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
backgroundSimulation-Based Learning (SBL) is increasingly adopted in medical education across various specialties, employing realistic simulations to significantly enhance learning experiences. However, a comprehensive evaluation of its effectiveness specifically in endocrinology has not yet been conducted. The study aims to systematically review and meta-analyze the impact of SBL versus Non-Simulation-Based Learning (NSBL) on knowledge acquisition, skills, satisfaction, and interest in learning among endocrinology trainees.
methodsThis systematic review and meta-analysis adhered to the PRISMA guidelines, searching PubMed, Web of Science, Embase, Cochrane library, China National Knowledge Infrastructure (CNKI), Wanfang Data, Weipu, and Chinese Biomedical Database (CBM) until March 2024. We included randomized controlled trials comparing SBL to NSBL in endocrinology education. The quality evaluation relied on the Cochrane risk-of-bias assessment tool. The main results included evaluations from both theoretical and practical assessments. Additional measures consisted of assessing satisfaction and interest in learning.
resultsWe identified 22 studies suitable for systematic review and 21 for meta-analysis, involving a total of 2517 participants. SBL greatly enhanced theoretical knowledge [standardized mean difference (SMD) = 1.00, 95% confidence interval (CI): 0.68-1.32, P < 0.00001, I
conclusionsSBL significantly enhances knowledge, skills, satisfaction, and interest in learning within endocrinology education compared to NSBL. These findings support the integration of high-quality SBL into endocrinology curricula to improve educational outcomes. Future research should explore the lasting effects of SBL on knowledge retention and clinical practice, as well as to evaluate its cost-effectiveness and compatibility with various educational tools in diverse settings.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.