ReviewObstetrics and gynecology international2026
Effectiveness of Simulation-Based Teaching Methods in Learning Obstetric Emergencies Among Healthcare Students: A Systematic Review and Meta-Analysis.
Review in Obstetrics and gynecology international, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed.
- Effectiveness of Simulation-Based Teaching Methods in Learning Obstetric Emergencies Among Healthcare Students: A Systematic Review and Meta-Analysis.Obstetrics and gynecology international · 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
12 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Objective: To assess whether simulation-based education improves learning outcomes in obstetric emergency management among healthcare students compared with traditional teaching methods. Data Sources: PubMed, Embase, Global Index Medicus, and Web of Science were searched from database inception to September 2025 using controlled vocabulary and free-text terms related to healthcare students and obstetric emergencies. Only randomized controlled trials published in English were included. Methods of Study Selection: Randomized controlled trials comparing simulation-based training with nonsimulation educational methods among healthcare students were eligible. Two reviewers independently screened titles, abstracts, and full texts using Rayyan software, with disagreements resolved by a third reviewer. Nine studies met the inclusion criteria. Tabulation Integration and Results: Data were extracted independently using a standardized form, and risk of bias was assessed with the Cochrane RoB 2 tool. Standardized mean differences were pooled using a random-effects model with restricted maximum likelihood estimation. Seven studies ( Conclusion: Simulation-based education was associated with greater knowledge gains than traditional teaching methods in obstetric emergency training among healthcare students. However, substantial heterogeneity and a prediction interval that crosses the null suggest that its effectiveness may vary across contexts. Further research should evaluate long-term retention and clinical outcomes.
Indexed as
Identifiers
What OpenQuestion holds
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.