Comparative Effectiveness Research

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

McGaghie, William C. PhD; Issenberg, S. Barry MD; Cohen, Elaine R.; Barsuk, Jeffrey H. MD; Wayne, Diane B. MD

Author Information

Dr. McGaghie is Jacob R. Suker, MD, Professor of Medical Education, professor of preventive medicine, and director of evaluation, Northwestern University Clinical and Translational Sciences Institute, Northwestern University Feinberg School of Medicine, Chicago, Illinois.

Dr. Issenberg is Michael S. Gordon, MD, professor of medicine and assistant director, Gordon Center for Research in Medical Education, University of Miami Miller School of Medicine, Miami, Florida.

Ms. Cohen is research assistant, Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, Illinois.

Dr. Barsuk is assistant professor of medicine, Division of Hospital Medicine, Northwestern University Feinberg School of Medicine, Chicago, Illinois.

Dr. Wayne is associate professor of medicine and director, Internal Medicine Residency Training Program, Northwestern University Feinberg School of Medicine, Chicago, Illinois.

Correspondence should be addressed to Dr. McGaghie, Center for Education in Medicine, Northwestern University Feinberg School of Medicine, 1-003 Ward Building, 303 East Chicago Avenue, Chicago, IL 60611; telephone: (312) 503-0174; fax: (312) 503-0840; e-mail: [email protected].

First published online April 20, 2011.

Academic Medicine 86(6):p 706-711, June 2011. | DOI: 10.1097/ACM.0b013e318217e119

Abstract

Purpose 

This article presents a comparison of the effectiveness of traditional clinical education toward skill acquisition goals versus simulation-based medical education (SBME) with deliberate practice (DP).

Method 

This is a quantitative meta-analysis that spans 20 years, 1990 to 2010. A search strategy involving three literature databases, 12 search terms, and four inclusion criteria was used. Four authors independently retrieved and reviewed articles. Main outcome measures were extracted to calculate effect sizes.

Results 

Of 3,742 articles identified, 14 met inclusion criteria. The overall effect size for the 14 studies evaluating the comparative effectiveness of SBME compared with traditional clinical medical education was 0.71 (95% confidence interval, 0.65–0.76; P < .001).

Conclusions 

Although the number of reports analyzed in this meta-analysis is small, these results show that SBME with DP is superior to traditional clinical medical education in achieving specific clinical skill acquisition goals. SBME is a complex educational intervention that should be introduced thoughtfully and evaluated rigorously at training sites. Further research on incorporating SBME with DP into medical education is needed to amplify its power, utility, and cost-effectiveness.

© 2011 Association of American Medical Colleges

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