title: Performance of technology-driven simulators for medical students--a systematic review.
abstract: BACKGROUND
  Simulation-based education has evolved as a key training tool in high-risk industries such as aviation and the military. In parallel with these industries, the benefits of incorporating specialty-oriented simulation training within medical schools are vast. Adoption of simulators into medical school education programs has shown great promise and has the potential to revolutionize modern undergraduate education.
  
  
  METHODS
  An English literature search was carried out using MEDLINE, EMBASE, and psychINFO databases to identify all randomized controlled studies pertaining to "technology-driven" simulators used in undergraduate medical education. A validity framework incorporating the "framework for technology enhanced learning" report by the Department of Health, United Kingdom, was used to evaluate the capabilities of each technology-driven simulator. Information was collected regarding the simulator type, characteristics, and brand name. Where possible, we extracted information from the studies on the simulators' performance with respect to validity status, reliability, feasibility, education impact, acceptability, and cost effectiveness.
  
  
  RESULTS
  We identified 19 studies, analyzing simulators for medical students across a variety of procedure-based specialities including; cardiovascular (n = 2), endoscopy (n = 3), laparoscopic surgery (n = 8), vascular access (n = 2), ophthalmology (n = 1), obstetrics and gynecology (n = 1), anesthesia (n = 1), and pediatrics (n = 1). Incorporation of simulators has so far been on an institutional level; no national or international trends have yet emerged.
  
  
  CONCLUSIONS
  Simulators are capable of providing a highly educational and realistic experience for the medical students within a variety of speciality-oriented teaching sessions. Further research is needed to establish how best to incorporate simulators into a more primary stage of medical education; preclinical and clinical undergraduate medicine.
authors.affiliation: MRC Centre for Transplantation, NIHR Biomedical Research Centre, King's Health Partners, King's College London, London, United Kingdom; Department of Urology, Guy's Hospital, London, United Kingdom.
authors.forename: Michael
authors.initials: M
authors.lastname: Michael
authors.affiliation: Department of Urology, Royal Sussex County Hospital, Brighton, United Kingdom.
authors.forename: Hamid
authors.initials: H
authors.lastname: Abboudi
authors.affiliation: Clinical Skills Centre, Level 6, Ninewells Hospital & Medical School, Dundee, United Kingdom.
authors.forename: Jean
authors.initials: J
authors.lastname: Ker
authors.affiliation: MRC Centre for Transplantation, NIHR Biomedical Research Centre, King's Health Partners, King's College London, London, United Kingdom; Department of Urology, Guy's Hospital, London, United Kingdom.
authors.forename: Mohammed
authors.initials: M
authors.lastname: Shamim Khan
authors.affiliation: MRC Centre for Transplantation, NIHR Biomedical Research Centre, King's Health Partners, King's College London, London, United Kingdom; Department of Urology, Guy's Hospital, London, United Kingdom.
authors.forename: Prokar
authors.initials: P
authors.lastname: Dasgupta
authors.affiliation: MRC Centre for Transplantation, NIHR Biomedical Research Centre, King's Health Partners, King's College London, London, United Kingdom; Department of Urology, Guy's Hospital, London, United Kingdom. Electronic address: k.ahmed@imperial.ac.uk.
authors.forename: Kamran
authors.initials: K
authors.lastname: Ahmed
mesh_terms: D003198:Computer Simulation; D004504:Education, Medical, Undergraduate / Q000379:methods*; D006801:Humans; D008511:Medicine; D013337:Students, Medical
keywords: Education; Medical student; Simulation technology