Outcomes of Simulation-Based Education in Health Professions Education: A Scoping Review

This project presents a scoping review exploring the effectiveness of simulation-based learning (SBL) in health professions education. SBL has become an important educational strategy that allows students to develop clinical knowledge, skills, and confidence in a safe and controlled environment. The aim of this review is to map existing evidence on the impact of SBL across cognitive, psychomotor, and affective learning domains, as well as to examine student experiences and engagement with various simulation modalities, including high-fidelity, virtual, and technology-enhanced simulations.A comprehensive search of multiple electronic databases was conducted using the Population–Concept–Context (PCC) framework. The study selection process followed PRISMA-ScR guidelines. Data were extracted and analyzed using a descriptive approach, and findings were organized into key themes.The review highlights that SBL improves learning outcomes, clinical competence, and student engagement, while also identifying challenges such as technological barriers and performance anxiety. The findings provide valuable insights for improving simulation-based education in health professions.