Does Simulation-Based Medical Education With Deliberate Practice Yield Better Results Than Traditional Clinical Education? A Meta-Analytic Comparative Review of the Evidence

By W. McGaghie, S. Issenberg, E. Cohen, J. Barsuk, D. Wayne. Academic medicine : journal of the Association of American Medical Colleges, 2011

1,608 citations recorded by the source corpus.

Subfields: Physiology, Public Health, Environmental and Occupational Health, Surgery

View Paper: https://www.semanticscholar.org/paper/8430d6b80171728adaba40b8806c16c924a517cf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Physiology

1. P. Erwin
2. D. A. Cook
3. Jason H. Szostek
4. Amy T. Wang
5. B. Zendejas
6. Ryan Brydges
7. S. Hamstra
8. R. Hatala

In Public Health, Environmental and Occupational Health

1. P. Erwin
2. B. Zendejas
3. Ryan Brydges
4. S. Hamstra
5. R. Hatala
6. D. A. Cook
7. Jason H. Szostek
8. Amy T. Wang

In Surgery

1. Jason H. Szostek
2. Amy T. Wang
3. D. A. Cook
4. B. Zendejas
5. P. Erwin
6. Ryan Brydges
7. S. Hamstra
8. R. Hatala

Citations in the corpus

• The impact of simulation-based training in medical education: A review (2024, background): “[44] Such findings high-light the lasting impact of SBT on clinical competence.”
• Mastery Learning for Health Professionals Using Technology-Enhanced Simulation: A Systematic Review and Meta-Analysis (2013, background): “We compared our list of included articles against those in a recent review of deliberate practice 13 and found no omissions.”
• Comparative effectiveness of instructional design features in simulation-based education: Systematic review and meta-analysis (2013, background): “2010) or in comparison with no intervention, (Gurusamy et al. 2008; McGaghie et al. 2011), we are not aware of previous reviews focused on comparisons of different technologyenhanced simulation interventions or instructional designs.”