Table 5.
Specific analysis on the simulation program and scenario
| No | Author, year | Categories of outcomes | Variables | Scales | Verify validity | Verify reliability |
|---|---|---|---|---|---|---|
| 1 | Abraham, 2016 [34] | Skills | Critical-action score (CAS) | Critical-action checklist | N | N |
| 2 | Adeyinka, 2013 [35] | Skills | Psychomotor skills required for pediatric intubation | Using a validated scoring tool adopted from Kovacs et al. | Y | Y |
| 3 | Adler, 2007 [36] | ND | ND | ND | N | N |
| 11 | Appelbaum, 2019 [37] | Skills-number of errors | Medication error | Data management and analysis | Y | N |
| 17 | Aye, 2014 [38] | Knowledge, Confidence, Communication skill, Effectiveness | Knowledge, clinical confidence, communication skills, and effectiveness of simulated clinical teaching. | Self- development | Y | N |
| 26 | Bigelow, 2000 [39] | Knowledge/ Assessment | Parent knowledge, simulated performance in identifying symptoms, treating illnesses and injuries, and seeking appropriate treatment | Self- development | N | N |
| 33 | Brett-Fleegler, 2008 [40] | Competency | Pediatric resuscitation competency | Pediatric Resuscitation Competency Tool | N | Y |
| 34 | Brown, 2018 [41] |
Knowledge/ Confidence/ Satisfaction |
Knowledge, confidence, satisfaction | Student Satisfaction and Self-Confidence in Learning” tool) | N | N |
| 35 | Brubacher, 2015 [42] | Communication skill | Open-ended, specific, leading, and minimal encourager | Coding & number | N | Y |
| 41 | Burns, 2013 [43] | Performance | Performance, preparedness, usefulness | Likert 5 scale | N | N |
| 42 | Byars, 2013 [44] | Skills | Ventilation time | Seconds | N | N |
| 48 | Chitkara, 2013 [45] | Skills | Heart Rate check error | Video tape review | N | N |
| 49 | Chiu, 2014 [46] |
Performance/Assessment Communicational skills |
Performance Assessment Tools for Interprofessional Communication and Teamwork (PACT) | PACT | Y | Y |
| 50 | Cicero, 2014 [47] | Assessment | Pediatric disaster triage (PDT) performance | Pediatric disaster triage (PDT) checklist | N | N |
| 55 | Cordero, 2013 [48] | Skills,/ Performance | Procedural Skills: Technical Aspects/Procedural Skills: Timeliness/Team Behavior Scores/Acceptable Performance Scores | Ventilator apply time/chest compression time/adequate (each 4point) | Y | Y |
| 56 | Cordova, 2018 [49] | Knowledge/ skills | Knowledge and skill | Previously validated OSCEs | Y | Y |
| 58 | Costa, 2019 [50] | Knowledge/ Performance | Knowledge and performance | OSCE checklist | Y | Y |
| 60 | da Costa Brasil, 2018 [51] |
Satisfaction, Confidence |
Student Satisfaction and Self-Confidence in Learning Scale | The Student Satisfaction and Self-Confidence in Learning Scale | Y | Y |
| 66 | do Nascimento Targino, 2021 [52] | Knowledge |
Compare the proportions of the right/wrong answers before and after training |
ND | N | N |
| 69 | Donoghue, 2010 [53] | Performance | Clinical performance | Clinical Performance Tool | Y | Y |
| 71 | Donoghue, 2011 [54] | Performance | Clinical performance tool (CPT)-(clinical, behavioral, and cognitive knowledge). | 0–2-point checklist (pulseless arrest algorithm of the PALS) | Y | Y |
| 73 | Dorsey, 1996 [55] | Attitude | Attitude, opinion about sexual abuse in childhood | Likert scale | N | N |
| 75 | Edler, 2010 [56] | Satisfaction | Simulation satisfaction | ND | N | N |
| 76 | Edwards, 2018 [57] | Knowledge/ Confidence | EAI ease of use, confidence, knowledge. IFU task error | Information and Instructions for Use(IFU) | N | N |
| 79 | Everett, 2019 [58] | ND | ND | ND | N | N |
| 88 | Finan, 2012 [59] | Performance/ Stress | Clinical performance, objective, subjective stress | Team performance scoring tools, subjective stress, solitary cortisol | N | N |
| 96 | Geis, 2018 [60] | Assessment/ Performance | Recognizing sepsis, physician Performance | The Situation Awareness Global Assessment Technique | Y | Y |
| 97 | Gerard, 2018 [61] | Knowledge/ Scenario score/ Satisfaction | Knowledge, simulation scenario score, game-based simulation | Self-development | N | Y |
| 100 | Grant, 2012 [62] | Leadership/Communication skill/Knowledge/Performance | leadership and communication skill, knowledge, clinical skill | LCS, KCS | Y | Y |
| 102 | Hall, 2015 [63] | Knowledge /Self-confidence | Knowledge and self-confidence | ND | N | N |
| 104 | Hasselager, 2018 [64] | Performance | Foreign body airway obstruction management skills | Pass/Fail Likert 5 scale | Y | Y |
| 106 | Heimberg, 2014 [65] | Knowledge | Evaluating adherence to sepsis guidelines | ND | N | Y |
| 107 | Herzberg, 2019 [66] | Teamwork scale | Teamwork | Clinical Teamwork Scale(0–10) | N | N |
| 108 | Hodgkinson, 2019 [67] | Knowledge/Confidence | Knowledge and confidence | Scale of 1, not at all confident, to 10, very confident | N | N |
| 109 | Hossino, 2018 [68] | Confidence | Confidence | 5 point Likert scale | Y | N |
| 111 | House, 2012 [69] | Knowledge/ Skills | Pediatric rapid sequence intubation and knowledge | Objective Structured Assessment of Technical Skills (OSATS) | N | N |
| 113 | House, 2016 [70] | Attitudes/Beliefs/Perceived risk | Attitudes, beliefs, perceived risk associated with child and adult ATV use. | ND | Y | Y |
| 114 | Hoyle, 2020 [71] | Performance | Dose error | Directly observed all simulations in the simulation space and graded performance on a standardized scoring sheet | N | N |
| 115 | Hunt, 2007 [72] | Performance | Pediatric trauma performance | Likert 5 scale | N | Y |
| 118 | Jabbour, 2012 [73] | Skills | Technical skill | Objective measures list, OSATS, GRTS | Y | Y |
| 120 | John, 2019 [74] | Confidence | Confidence | 10 point likert scale | N | N |
| 123 | Kalaniti, 2019 [75] | Stress | Anxiety/stress | Cortisol and self-report stress questionnaire | N | N |
| 124 | Kane, 2019 [76] | Skills | Neonatal Resuscitation skill | 7th edition of the Neonatal Resuscitation guidelines. | N | Y |
| 126 | Katznelson, 2018 [77] | Skills | Pediatric resuscitation skill | Pediatric Advanced Life Support and Advanced Cardiac Life Support guidelines | N | N |
| 127 | Keidan, 2008 [78] | Performance’s time | Bag-mask ventilation time | PaCo2 | N | N |
| 129 | Khan, 2020 [79] | Performance | Performance to apply the ventilation | 0–2 scale, total 10 point | N | Y |
| 130 | Khorram-Manesh, 2018 [17] | Knowledge | Knowledge | 0 (dissatisfaction) to 10 (complete satisfaction) | N | N |
| 131 | Kim, 2014 [80] | Satisfaction | Simulation experience satisfaction | Satisfaction of Simulations Experience Scale | Y | Y |
| 132 | King, 2016 [81] | Complexity | Simulation complexity | Complexity rating scale | N | N |
| 133 | Kioko, 2010 [82] | Management skill | Weight-based drug dosages in the management | Crisis resource management (CRM) tool, Broselow-Luten Pediatric System | N | N |
| 135 | Kothari, 2021 [83] | Performance | Simulation performance | SimulationTeam Assessment Tool | N | N |
| 137 | Kurosawa, 2014 [84] | Skill/Behavioral performance | Skill performance, Behavioral performance | Clinical Performance Tool (CPT).Behavioral Assessment Tool (BAT), | N | Y |
| 139 | Lacour, 2021 [85] | Stress | Perceived stress |
Spielberger’s psychometric State-Trait Anxiety Inventory (STAI) questionnaire, VAS |
N | N |
| 140 | LaFond, 2015 [86] | Pain assess | Pain Beliefs and Practices Questionnaire | PBPQ | N | Y |
| 141 | Lammers, 2009 [87] | Skills | Pediatric resuscitation skill | Clinical Assessment Module Questionnaire | N | Y |
| 142 | Lammers, 2022 [88] | Skills | Pediatric resuscitation skill | Clinical Assessment Module Questionnaire | N | Y |
| 146 | Larsen, 2018 [18] | Behavior willingness/Expectancies | Smoking behavior, Behavioral willingness on S-SIDE, Self-reported willingness to smoke, Smoking Expectancies | Fagerströ Test, 7pint likert, 7pint likert, The short Smoking Consequences Questionnaire (S-SCQ) | N | Y |
| 147 | LeBlanc, 2012 [89] | Stress/ Assessment | Stress, Risk assessment | subjective measure (STAI) and cotisol, Ontario Risk Assessment Measure | N | Y |
| 148 | Lee, 2012 [90] | Confidence | Confidence | developed by the investigators (4 point likert scale) | N | N |
| 150 | Lemke, 2019 [91] | Assessment/Satisfaction | Rapid cycle deliberate practice, satisfaction | Simulation Team Assessment Tool | N | N |
| 152 | Levy, 2014 [92] | Performance | Scenario performance | CPT(Clinical performance tool) | N | Y |
| 154 | Levy, 2012 [93] | Error performance/ time | Resuscitation delay and error | PALS | Y | Y |
| 159 | Marlow, 2013 [94] | Assessment | Accuracy of weight estimation | ND | N | N |
| 163 | McBride, 2011 [95] | Confidence | Scenario confidence | Checklist and global rating scale | N | N |
| 169 | Mema, 2016 [96] | Performance | Scenario performance | ND | Y | N |
| 177 | Nadkarni, 2018 [97] | Performance | Resuscitation leader performance | Concise Assessment of Leader Management (CALM) | Y | - |
| 187 | Neira, 2013 [98] | Assessment | Generic Integrated Objective Structured Assessment Tool (GIOSAT) | GIOSAT | Y | Y |
| 190 | Padhya, 2021 [99] | Performance | Scenario performance | Clinical performance assessment | N | N |
| 192 | Ponce de Leon, 2018 [100] | Assessment | Simulation assessment | Expert characterization questionnaire, high-fidelity scenario validation tool | Y | N |
| 202 | Rovamo, 2011 [101] | Technical skills | A case-based checklist of technical skills that comprised 30 items was compiled using items from previous studies. | Technical skills. | Y | Y |
| 203 | Rowe, 2012 [102] | ND | NS | ND | N | N |
| 205 | Russo-Ponsaran, 2018 [15] | Preference/ Assessment | Solution preference/Problem identification/Intent attribution./Goal preference | VE scoring | N | Y |
| 207 | Sadideen, 2014 [103] | ND | ND | ND | N | N |
| 208 | Sadideen, 2016 [104] | ND | Two main themes were identified from post simulation. (1) participants felt the experience was authentic because the simulation had high psychological and social fidelity, and (2) there was a demand for TBS to be made readily available to improve nontechnical skills and interprofessional relations in burns and other emergencies. | N | N | |
| 209 | Sagalowsky, 2018 [105] |
Attitudes/Confidence /Knowledge |
Attitudes, confidence and knowledge | 5 likert scales | N | Y |
| 210 | Scalon da Costa, 2019 [106] | Knowledge/OSCE checklist | Cognitive knowledge test and the Objective Structured Clinical Examination (OSCE) checklist | Y | Y | |
| 212 | Schmutz, 2014 [107] | ND | ND | ND | N | N |
| 213 | Schmutz, 2015 [108] | ND | ND | ND | N | N |
| 214 | Sepúveda Oviedo, 2022 [109] | ND | ND | ND | N | N |
| 216 | Seto, 2017 [110] | OSCE checklist | A multiple-choice question (MCQ) test, bag-mask ventilation (BMV) checklist, and two objective structured clinical examinations (OSCEs) | OSCE checklist | N | Y |
| 218 | Shin, 2014 [111] | ND | ND | ND | N | Y |
| 220 | Siebert, 2022 [112] | Number of errors, delay | <Primary outcome -total number of errors in first study>(a) correct pediatric pad size and anterior-posterior placement in the center of the exposed child’s chest +/-1 cm; (b) correct defibrillator operating mode; (c) adequate choice of energy dose (AHA recommendations for the arrhythmia being treated; (d) load of energy dose; (e) verbalization of the safety precaution measures before shock delivery; and (f) delivery of electric current < secondary outcome> (a)the total number of errors (b) delay (in second) | PALS checklist | Y | Y |
| 221 | Sigalet, 2012 [113] | Attitudes | ATTITUDES questionnaire (1) relevance of IPE, (2) relevance of simulation, (3) communication, (4) situation awareness, and (5) roles and responsibilities | Published already | N | Y |
| 224 | Smith, 2019 [114] | ND | ND | ND | N | N |
| 228 | Teis, R, 2017 [115] | Performance/Team performance | Primary outcomes (feasibility): number of success, Secondary outcomes:Resuscitation performance,Team performance: cardiac compressions, rate, depth, fully released, ventilation rate(%), | ND | N | N |
| 229 | Tobler, K, 2014 [116] | Confidence/ Performance | Self-assessment(confidence)/ performance(expert 2 + parent평가) | ND | N | Y |
| 230 | Tofil, N. M, 2017 [117] |
Mental,Physical,Temporal demand/Performance/Effort/ Frustration |
Mental demand, physical demand, temporal demand, performance, effort, frustration | ND | N | N |
| 232 | Traynor, 2021 [118] | Skills/ Critical thinking/ assessment | ICU nursing skills and critical thinking.Environmental and Safety Assessment,Physical Assessment,Critical Thinking | Published already | Y | Y |
| 233 | Tsai, T. C, 2003 [119] | Skills/Behavioral performance | Reliability (internal consistency, Cronbach’s a) | The scales for the task-specific skill checklist and the behaviour rating were dichotomous. | N | Y |
| 235 | Tyler, 2021 [120] | Performance | Performance dyadic subscale (PDS),Reflection dyadic subscale | ND | N | Y |
| 238 | Ventre, K. M., 2009 [121] | Knowledge/Performance | Each case was designed to test the particpant’s knowledge of the complete PALS treatment algorithm for that condition/Pilot Study of PALS Providers’Performance | AHA checklist | Y | Y |
| 240 | Wallace, 2010 [16] | Performance | ITC Sense of Presence Inventory,Social Attractiveness Questionnaire: | Published already | Y | Y |
| 242 | Walton, J. L, 2018 [122] | Assessment | Test Scores Before and After Educational Intervention/Average Scores for the Major Domains Assessed for Each of the Scenarios | ND | N | N |
| 243 | Watkins, S. C., 2021 [123] | Technical skills/Behavior performance/Team assessment | The TS assessment tools consisted of a scenario-specific checklist and a global rating scale (GRS)/Nontechnical Skills Rating Instruments-The TEAM tool(Team emergency assessment measure,BARs tool(Behavioral Anchored rating scale) | Technical Skill (TS), Behavior Anchored Rating Scale (BARS), TEAMS | Y | Y |
| 245 | Watkins, S. C, 2017 [124] | Skills/Behavioral performance | Anesthetists’ Nontechnical Skills (ANTS), BARS behaviorally anchored rating scale (BARS) | Y | Y | |
| 248 | Whalen, A. M, 2018 [125] | ND | ND | ND | N | N |
| 249 | Whalen, A. M, 2022 [126] | Assessment | Assessment Tool Development | Published already | Y | Y |
| 252 | Naoko NAMBA, 2021 [127] | ND | ND | ND | N | N |
ATV, All-Terrain-Vehicle; AHA, american heart association; BARS, behaviorally anchored rating scale; GIOSAT, generic integrated objective structured assessment tool; GRITS, global rating index for technical skills; KCS, knowledge and clinical skills; LCS, leadership and communication skills; ND, not described; OSATS, objective structured assessment of technical skills; OSCE, objective structured clinical examination; PACT, performance assessment tools for Interprofessional communication and teamwork; PALS, pediatric advanced life support; PBPQ, Pain Beliefs and Practices Questionnaire; TEAMS, team emergency assessment measure; TS, technical skills; VAS, visual analogue scale; VE, virtual environment.