Table 1.
Summary of the characteristics of the identified journals and articles (n = 50)
| Target Population | Frequency (% of all studies) | ||
| Single professional participants | Multi-professional participants | TOTAL | |
| Medical Students | 36 (49) | 1 (1) | 38 (52%) |
| Doctors | 27 (37) | 7 (10) | 33 (45%) |
| Medical Students AND Doctors | 1 (1) | 1 (1) | 2 (3%) |
| Simulation Fidelity | Frequency (% of simulation studies) | ||
| Mannikin only | 21 (38) | ||
| Both Patient Simulator and Mannikin | 5 (9) | ||
| Patient simulator | 4 (7) | ||
| Task trainer | 3 (5) | ||
| Virtual Patient/ Virtual Reality | 2 (4) | ||
| Healthcare professional simulator | 1 (2) | ||
| Both task trainer and live animals | 1 (2) | ||
| Instant Messaging | 1 (2) | ||
| Not described | 17 (31) | ||
| TOTAL | 55 (100) | ||
| Country | Frequency (% of all studies) | ||
| UK | 32 (44) | ||
| USA | 20 (27) | ||
| Australia | 3 (4) | ||
| Germany | 2 (3) | ||
| Singapore | 2 (3) | ||
| India | 2 (3) | ||
| Collaboration: | |||
| • Uganda and UK | 1 (1) | ||
| • UK and USA | 1 (1) | ||
| Canada | 1 (1) | ||
| Denmark | 1 (1) | ||
| Egypt | 1 (1) | ||
| Hong Kong | 1 (1) | ||
| Iran | 1 (1) | ||
| Jordan | 1 (1) | ||
| Malta | 1 (1) | ||
| Netherlands | 1 (1) | ||
| Sri Lanka | 1 (1) | ||
| Thailand | 1 (1) | ||
| Time between intervention and data collection | Frequency (% of all studies) | ||
| Immediately post-intervention (only) | 19 (26) | ||
| Immediately and followed-up: | |||
| • Immediately AND within 1 month post-intervention | 1 (1) | ||
| • Immediately AND 1-4 months post-intervention | 7 (10) | ||
| • Immediately AND 5-8 months post-intervention | 1(1) | ||
| • Immediately AND unclear end date | 1(1) | ||
| Within 1 month post-intervention | 5 (7) | ||
| 1- 4 months post-intervention | 4 (5) | ||
| 5 - 8 months post-intervention | 1 (1) | ||
| 9 - 12 months post-intervention | 2 (3) | ||
| Not clearly defined (e.g., ‘end of semester’) | 5 (7) | ||
| Not stated | 27 (37) | ||
| Educational objectives of interventions (Many studies stated more than one educational outcome) | Frequency (% of all studies) | ||
| Confidence/preparedness in assessing/managing acutely unwell patient | 46 (63) | ||
| Course evaluation as a learning event | 25 (34) | ||
| Observed knowledge-based improvement | 29 (40) | ||
| Perceived skills/knowledge gained | 5 (7) | ||
| Communication around acutely unwell patient | 4 (5) | ||
| Educational motivation/sustained learning | 4 (5) | ||
| Course evaluation as an enjoyable event | 4 (5) | ||
| Confidence in practical skills | 2 (3) | ||
| Patient care outcome | 2 (3) | ||
| Curriculum development | 1 (1) | ||
| Year of Publication | Frequency (% of journal articles) | ||
| 2005 | 2 (4) | ||
| 2006 | 2 (4) | ||
| 2007 | 3 (6) | ||
| 2008 | 2 (4) | ||
| 2009 | 1 (2) | ||
| 2010 | 1 (2) | ||
| 2011 | 1 (2) | ||
| 2012 | 4 (7) | ||
| 2013 | 1 (2) | ||
| 2014 | 3 (6) | ||
| 2015 | 8 (15) | ||
| 2016 | 2 (4) | ||
| 2017 | 6 (11) | ||
| 2018 | 3 (6) | ||
| 2019 | 2 (4) | ||
| 2020 | 4 (7) | ||
| 2021 | 6 (11) | ||
| 2022 | 3 (6) | ||
| TOTAL | 54 (100) | ||