A Framework for Simulation-Based Medical Education Curriculum: A Scoping Review

Aisha Muniru Asante; Bright Ansah Adjei; Gladys Buruwaa Nuamah

doi:10.36948/ijfmr.2025.v07i06.60905

A Framework for Simulation-Based Medical Education Curriculum: A Scoping Review

Author(s)	Aisha Muniru Asante, Bright Ansah Adjei, Gladys Buruwaa Nuamah
Country	Ghana
Abstract	Introduction: Simulation-Based Medical Education (SBME) has emerged as an important approach for enhancing healthcare training across various disciplines. Its integration into medical curricula promises enriching learning experiences, improving clinical skills, and ensuring patient safety. However, the process of incorporating SBME into an educational curriculum requires careful consideration of diverse factors, including institutional resources, pedagogical approaches, and assessment methods. Objective: This review seeks to identify the constructs of frameworks and theories suitable for the integration of SBME in an undergraduate medical curriculum. Method: The six-stage methodological framework developed by Arksey and O'Malley was adopted for this review: formulating the research question, identifying pertinent studies, selecting studies, charting the data, compiling and summarizing the findings, and reporting the results, as well as conferring with stakeholders to validate or inform the study findings. The research question focused on the components, theories, and constructs that can be integrated into a framework for SBME. Literature search was conducted from July 25th to July 29th, 2024 across four databases, including PubMed, Cinhal, Scopus, and Cochrane. Results: The analysis identified five interdependent thematic domains essential for a comprehensive SBME framework: (1) Foundational Theory and Pedagogy (e.g., Mastery Learning, Cognitive Load Theory); (2) Curriculum Integration and Design (e.g., needs assessment, alignment with program goals, fidelity appropriate to objective); (3) Operationalization and Facilitation (e.g., pre-briefing-simulation-debriefing cycle, psychological safety, faculty development); (4) Assessment and Evaluation (e.g., validated tools, measurement of skill decay, transfer to clinical practice); and (5) Implementation and Sustainability (e.g., implementation science, stakeholder engagement, contextual adaptation for resource-constrained settings). Conclusion: This review synthesizes evidence-based framework to guide the effective development and integration of SBME.
Keywords	Simulation-Based Medical Education, Medical Curriculum Integration, Educational Frameworks, Competency-Based Education
Published In	Volume 7, Issue 6, November-December 2025
Published On	2025-11-19
DOI	https://doi.org/10.36948/ijfmr.2025.v07i06.60905

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A Framework for Simulation-Based Medical Education Curriculum: A Scoping Review

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