ArticleJournal of medical education and curricular development
Methodological Innovation in Evaluating the Cost-Effectiveness of Simulation Training Combining Transfer Effectiveness and Change-Point Analysis.
Article in Journal of medical education and curricular development. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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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.
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Who cites it
2 citing papers in PubMed.
- On AI's role in training professionals in assisted reproductive technology.Frontiers in artificial intelligence · 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
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
No grant is acknowledged in the PubMed record.
Abstract
Background: Simulation-based medical education has become increasingly prevalent. However, the high cost and lack of comprehensive effectiveness evaluations have raised questions about its feasibility. This study introduces a novel approach to assess the cost-effectiveness of simulation training. Methods: This study uses simulated data from 120 medical students, set in a teaching hospital scenario, and randomly assigns them to 6 groups with different training durations. This was done to determine the optimal length of VR training that maximizes knowledge and skills transfer efficiency while minimizing costs, using 4 analytical methods: the transfer effectiveness ratio (TER) quantifying time savings, the incremental TER (ITER) assessing individual gains, isoperformance curves mapping cost-effectiveness, and change-point analysis identifying diminishing returns. Results: The overall TER of 0.66 indicates 0.66 units of time saved per simulation training unit invested; peak ITER variability occurred in the 3h cohort, reflecting divergent individual responses to incremental training; isoperformance curves established a 4.5min minimum operative time threshold, defining inherent procedural constraints; and an inflection point at 8 VR training hours (80th data point) marked the onset of diminishing returns. Conclusions: The methodological innovation of integrating TER, ITER, isoperformance curves, and change-point analysis offers a new framework for evaluating the cost-effectiveness of simulation training in medical education. The findings highlight the potential for simulation training to reduce the time required to achieve clinical competency and to optimize training strategies.
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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.