Evidence map›Paper›PMID 41217357›Full record

SynthesisSimulation in healthcare : journal of the Society for Simulation in Healthcare2026

Competency-Based Simulation Training for Procedural Skills: A Systematic Review and Meta-analysis.

Julia H Vermylen, Elaine R Cohen, David A Cook, William C McGaghie, S Barry Issenberg, Jason Arnold, Heather Ballard, Mohammad Bayoumi, Molly Beestrum, Remy Bremner and 8 more

Abstract readSystematic ReviewMeta-Analysis
PubMed Full text at PMC Publisher
In one paragraph

Synthesis in Simulation in healthcare : journal of the Society for Simulation in Healthcare, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing 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

1 citing paper in PubMed.

  1. Article
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

18 authors.

Julia H VermylenNorthwestern University (J.H.V., E.R.C., W.C.M., J.A., H.B., C.M., T.M.T., F.Y.), Feinberg School of Medicine, Cook County, IL; Mayo Clinic College of Medicine and Science (D.A.C.), Rochester, Minnesota; University of Miami School of Medicine (S.B.I.), Miami, FL; Neonatal Intensive Care Unit (NICU) (M.B.), Women's Wellness and Research Center (WWRC), Hamad Medical Corporation (HMC), Doha, Qatar; Galter Health Sciences Library and Learning Center (M.B.), Northwestern University, Feinberg School of Medicine, Cook County, IL; Department of Medicine (R.B.), University of Pennsylvania, Philadelphia, PA; Texas Tech University Health Sciences Center (S.C.), Foster School of Medicine, Lubbock, TX; Advocate Christ Medical Center (N.E.), Chicago, IL; University of Miami School of Medicine (A.M.), Miami, FL; Curtin Medical School (H.W.), Faculty of Health Sciences, Curtin University, Perth, Australia; and Columbia University Vagelos College of Physicians and Surgeons (D.O.K.), New York, NY.ORCID 0000-0002-1674-0738
Elaine R Cohen
David A Cook
William C McGaghie
S Barry Issenberg
Jason Arnold
Heather Ballard
Mohammad Bayoumi
Molly Beestrum
Remy Bremner
Scott Crawford
Noah Einstein
Candace Mannarino
Asit Misra
Tadaki M Tomita
Heidi Waldron
Frank Yanko
David O Kessler

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

summary statementWe conducted a systematic review of competency-based simulation education for medical procedural skills, encompassing a diverse range of healthcare domains and professions. Meta-analysis showed competency-based simulation is more effective than noncompetency-based simulation for skill outcomes (large effect). Outcomes are favorable, but small, for behaviors in practice and patient effects. Specific instructional design features examining different simulators and different types and sources of feedback were common themes identified among studies though no instructional design features were found to have significant impact on skill acquisition. This review also identified significant gaps in research including a lack of standardized terminology and reporting methods as well as a limited number of studies assessing the impact on behaviors in practice and patient effects. This study contributes to the ongoing evidence to support competency-based simulation training and highlights the need for further research to enhance the efficacy and efficiency of training of healthcare professionals.

Indexed as

Clinical CompetenceCompetency-Based EducationSimulation TrainingHumanscompetencydeliberate practicemastery learningproficiencyproficiency-based trainingpsychomotor skillsSimulation

Identifiers

PMID41217357
PMCPMC13412366

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-ND
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.