Simulation-augmented education in the rehabilitation professions: A scoping review

Background Simulation-augmented education is playing an increasingly important role in health professions education, yet little is known about the uptake of these interventions in the educational programmes and research for rehabilitation professions. Therefore, it is difficult to determine the benefits of simulation-augmented education interventions, and how such approaches can inform education practice, policy and research. Aims The purpose of this review was to determine what is currently known about the use of simulation in the education of rehabilitation professionals. Methods We conducted a scoping review that included a literature review of published and grey literature, followed by qualitative content analysis of the included references. A program evaluation framework was employed to structure data extraction and analysis. Results Several forms of simulation are commonly used among rehabilitation professions for expertise development, formative and summative evaluations, and to enhance course work and curricula. However, there is a dearth of published literature concerned with the longitudinal impact of simulation-augmented educational strategies, the perspectives of accrediting bodies, and the processes that lead to successful or unsuccessful educational interventions. Conclusions Results provide important future directions for the field of simulation-augmented education, which will optimize their benefits in educational programming and research for the rehabilitation professions.