Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Tavousi S A, Najimi A. The Mechanisms of the Impact of Educational Simulation
On the Learning of Medical Science Students: A Review of Evidence. Iranian Journal of Medical Education 2025; 25 :83-95
URL: http://ijme.mui.ac.ir/article-1-5904-en.html
URL: http://ijme.mui.ac.ir/article-1-5904-en.html
Department of Medical Education, Medical Education Research Center, Center for the Study and Development of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran. , Najimiarash@gmail.com
Abstract: (28 Views)
Introduction: In recent years, simulation-based education has been increasingly recognized as an innovative and transformative approach in medical sciences. By creating a safe and controlled environment, it allows students to practice clinical skills without risking patient safety. Moreover, through repeated practice and immediate feedback, it enhances learners’ competence and self-confidence. The aim of this study was to review the available evidence on the mechanisms through which simulation influences the learning of medical students.
Methods: This narrative review was conducted through a comprehensive search in international databases (PubMed, Scopus, Web of Science, Google Scholar) and national databases (SID, Magiran) using relevant keywords. Out of 478 initially retrieved articles, 35 met the inclusion criteria after screening and quality appraisal with the CASP checklist. Data were analyzed using narrative synthesis.
Results: Findings indicated that simulation-based education enhances learning through multiple mechanisms. Cognitively, it improves conceptual understanding, strengthens memory retention, and fosters critical thinking. In the psychomotor domain, it accelerates skill acquisition, improves clinical performance, and supports long-term retention. Psychologically, simulation reduces anxiety and increases students’ confidence in real clinical encounters. Furthermore, group-based practice and interactive scenarios promote teamwork and communication skills. In addition, debriefing sessions and situational awareness training play a key role in consolidating knowledge and improving safe clinical decision-making.
Conclusion: According to the reviewed studies, simulation-based education, as an experiential learning approach, plays a significant role in enhancing learning and performance among medical and health sciences students by simultaneously activating cognitive, psychomotor, psycho-emotional, and social mechanisms.
Methods: This narrative review was conducted through a comprehensive search in international databases (PubMed, Scopus, Web of Science, Google Scholar) and national databases (SID, Magiran) using relevant keywords. Out of 478 initially retrieved articles, 35 met the inclusion criteria after screening and quality appraisal with the CASP checklist. Data were analyzed using narrative synthesis.
Results: Findings indicated that simulation-based education enhances learning through multiple mechanisms. Cognitively, it improves conceptual understanding, strengthens memory retention, and fosters critical thinking. In the psychomotor domain, it accelerates skill acquisition, improves clinical performance, and supports long-term retention. Psychologically, simulation reduces anxiety and increases students’ confidence in real clinical encounters. Furthermore, group-based practice and interactive scenarios promote teamwork and communication skills. In addition, debriefing sessions and situational awareness training play a key role in consolidating knowledge and improving safe clinical decision-making.
Conclusion: According to the reviewed studies, simulation-based education, as an experiential learning approach, plays a significant role in enhancing learning and performance among medical and health sciences students by simultaneously activating cognitive, psychomotor, psycho-emotional, and social mechanisms.
Keywords: Simulation-Based Education, Medical Education, Experiential Learning, Clinical Skills, Debriefing
Type of Study: Review article |
Subject:
Educational Technology
Received: 2025/10/4 | Accepted: 2025/11/9 | Published: 2025/05/31 | ePublished: 2025/05/31
Received: 2025/10/4 | Accepted: 2025/11/9 | Published: 2025/05/31 | ePublished: 2025/05/31
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
