ArticleBMC medical education2026
Blending simulation and e-learning in medical education to enhance professional competence and skills acquisition.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Evaluating student satisfaction and self-confidence across a scaffolded simulation curriculum in undergraduate nursing education.Frontiers in medicine · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Simulation and e-learning are reshaping clinical training by enabling immersive skill practice, adaptive cognitive preparation, and scalable feedback. This editorial draws on the lessons learnt from the work published in the Simulation and e-learning in healthcare collection of BMC Medical Education. E-learning enhances the impact of simulation by providing flexible and scalable educational materials both online and offline. E-learning also prepares learners with cognitive knowledge before simulation. The synergies of simulation and e-learning maximise learners’ engagement and retention. To conclude, blending simulation and e-learning complements patient-based training, supports adaptive learning, and enhances readiness for clinical practice.
Indexed as
Identifiers
What Socratic holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the Socratic graph.