Evidence map›Paper›PMID 40353039›Full record

ArticleMedical science educator2025

Multimodal Assessment in Clinical Simulations: A Guide for Moving Towards Precision Education.

Deborah Schwengel, Ignacio Villagrán, Geoffrey Miller, Constanza Miranda, Serkan Toy

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Medical science educator, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Article
  2. Review
  3. Review
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Deborah SchwengelAnesthesiology and Critical Care Medicine, Johns Hopkins University School of Medicine, Baltimore, MD USA.ORCID 0000-0002-7876-425X
Ignacio VillagránHealth Sciences Department, Faculty of Medicine, Pontificia Universidad Católica de Chile, Santiago, Chile.ORCID 0000-0003-3130-8326
Geoffrey MillerDepartment of Emergency Medicine, Johns Hopkins School of Medicine, Baltimore, MD USA.ORCID 0000-0002-2234-3093
Constanza MirandaBiomedical Engineering Department, Johns Hopkins University, Baltimore, MD USA.ORCID 0000-0002-9110-2832
Serkan ToyDepartment of Basic Science Education, Virginia Tech Carilion School of Medicine, Roanoke, VA USA.ORCID 0000-0001-7758-257X

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Technological advances and cutting-edge data analytics approaches give new prospects for using multimodal assessments in simulation-based medical education. These multimodal approaches consider the interaction of data obtained from multiple sources and can enhance our ability to assess the educational efficacy of simulations and optimize learning experiences for each individual learner. However, several challenges could jeopardize the successful implementation of this approach. We present a practical guide for integrating multimodal assessment in clinical simulation-based education, offering educators and researchers a systematic checklist to consider before undertaking these multimodal assessment initiatives.

Indexed as

Multimodal assessmentMultimodal learning analyticsPrecision educationSimulation-based learning

Identifiers

PMID40353039
PMCPMC12058571

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

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.