Original Articles

Simulation-based learning compared with conventional methods in procedural skill

Ida Bagus Amertha Putra Manuaba, Ni Gusti Ayu Putu Lestari Santika Dewi, I Putu Yuda Prabawa, Agha Bhargah, Sri Darmayani, Chien-Chih Wu

Ida Bagus Amertha Putra Manuaba
PhD Candidate, Department of Education and Humanities in Medicine, International Program in Medicine, College of Medicine, Taipei Medical University, Taiwan; Medical and Health Education Development, Faculty of Medicine, Universitas Udayana, Bali, Indonesia

Ni Gusti Ayu Putu Lestari Santika Dewi
Faculty of Medicine, Universitas Udayana, Denpasar, Bali, Indonesia

I Putu Yuda Prabawa
Clinical Pathology Department, Faculty of Medicine, Universitas Udayana, Sanglah General Hospital, Denpasar, Bali, Indonesia

Agha Bhargah
Faculty of Medicine, Universitas Udayana, Denpasar, Bali, Indonesia

Sri Darmayani
Medical and Health Education Development, Faculty of Medicine, Universitas Udayana, Bali, Indonesia

Chien-Chih Wu
Department of Education and Humanities in Medicine, Taipei Medical University, Taiwan. Email: Ccwu@tmu.edu.tw
Online First: October 20, 2020 | Cite this Article
Putra Manuaba, I., Dewi, N., Prabawa, I., Bhargah, A., Darmayani, S., Wu, C. 2020. Simulation-based learning compared with conventional methods in procedural skill. Indonesia Journal of Biomedical Science 14(2): 86-90. DOI:10.15562/ijbs.v14i2.268

Background: Recently in the development of the technology, the handling, and management taken for patients are increasingly complex and diverse, especially in the field of cardiology intervention. There are various interventions that residents need to know and cleanse in the field of cardiology in fulfilling their competencies before becoming cardiologists. If the intervention is not done properly, it can affect the patient safety risk or other undesirable complications of the patient. Conventional learning as one of the learning methods always seems to be used in several learning topics. In the middle of resident's hectic schedule and the competencies that must be mastered by them, it triggered the emergence of new learning methods in cardiology, especially in the field of intervention. Simulation-based learning (SBL) has a role in cardiology medicine. Thus, the present review aims to describe the conventional learning, SBL and develop a more effective method in the learning process of cardiology resident procedural skill.

Method: We searched for all articles using the term "SBL in interventional cardiology, the effectiveness of SBL for cardiology resident skill, conventional learning method in cardiology medicine, SBL vs. conventional method in cardiology medicine, SBL vs. conventional method in interventional cardiology" in the title or research abstract. We did search on Google Scholar, Medical Education Journals, and Cochrane from 2004 until 2019. We also take a similar topic from the citation of the journal that included in this review.

Conclusion: The effectiveness of SBL compared with conventional learning method is better in improving procedural cardiology resident skills. Given the increasing demand for procedural capability competencies that must be possessed by resident cardiology, some benefit of that learning method can be achieved from SBL especially in terms of procedural skills and patient safety.


Vallurupalli S, Paydak H, Agarwal SK, Agrawal M, Kottner CA. Wearable Technology to Improve Education and Patient Outcomes in A Cardiology Fellowship Program – a feasibility study. Health Technol. 2013;3:267-270.

Joshi A, Wragg A. Simulation Training in Interventional Cardiology. Interventional Cardiology Review. 2016;11(1):70-3.

Westerdahl DE. The Necessity of High-Fidelity Simulation in Cardiology Training Programs. Journal of the American College of Cardiology. 2016;67(11):1375-7.

Gosai J, Purva M, Gunn J. Simulation in Cardiology: State of the Art. European Heart Journal. 2015:3-5.

Gallagher AG, Cates CU. Virtual Reality Training for the Operating Room and Cardiac Catheterization Laboratory. Lancet. 2004;364:1538-1540.

Fox K, Bradbury K, Curran I, Gammage M, Gray H, Holmberg B, Iqbal J, McNab D, Mills P, Nolan J. Working Group Report on Simulation-Based Learning 2011. British: British Cardiovascular Society; 2011.

Jones F, Neto CEP, Braghiroli OFM. Simulation in Medical Education: Brief History and Methodology. Principles and Practice of Clinical Research (PPCR). 2015;1(2):56-62.

Narang A, Velagapudi P, Rajagopalan B, LeBude B, Kithcart AP, Snipelisky D, Sinha SS. A New Educational Framework to Improve Lifelong Learning for Cardiologist. Journal of the American College of Cardiology (JACC). 2018;71(4):454-461.

Rukmini E, Cindy, Tanoto P. Student-Centered Learning in Relation to Class Performances and Soft Skills: A Meta-Analysis and Systematic Review. The Indonesian Journal of Medical Education. 2018;7(2):93-104.

Fox KF. Simulation-Based Learning in Cardiovascular Medicine: Benefits for the Trainee, the Trained and the Patient. Heart. 2012;98(7):527-28.

Ponti RD, Marazzi R, Ghiringhelli S, Uriarte JAS, Calkins H, Cheng A. Superiority of Simulator-Based Training Compared With Conventional Training Methodologies in the Performance of Transseptal Catheterization. Journal of the American College of Cardiology (JACC). 2011; 58(4):359-363.

Mcgaghie WC, Issenberg SB, Cohen ER, Barsuk JH, Wayne DB. Does Simulation-Based Medical Education with Deliberate Practice Yield Better Results than Traditional Clinical Education? A Meta-Analytic Comparative Review of the Evidence. Acad Med. 2011;86(6):706-711.

Krishnan DG, Keloth AV, Ubedulla S. Pros and Cons of Simulation in Medical Education: A Review. International Journal of Medical and Health Research. 2017;3(6):84-7.

Harrison CM, Gosai JN. Simulation-Based Training for Cardiology Procedures: Are We Any Further Forward in Evidencing Real World Benefits?. Trends Cardiovasc Med. 2017;27(3):163-170.

McKinney J, Scalese RJ, Hatala R. Simulation in Non-invasive Cardiology. In: Levine AI, DeMaria S, Schwartz AD, Sim A, editors. The Comprehensive Textbook of Healthcare Simulation. 1st ed. London: Springer; 2013. p. 289-297.

Voelker W, Petri N, Tonissen C, Stork S, Birkemeyer R, Kaiser E, Oberhoff M. Does Simulation-Based Training Improve Procedural Skills of Beginners in Interventional Cardiology?-A Stratified Randomized Study. J Interv Cardiol. 2016;29:75-82

Farooq I, Guzman L. Cardiac Catheterization Simulation-Based Training for General Cardiology Fellows: A Single Center Experience. JACC. 2018;71(11):2657.

Schimmel DR, Sweis R, Cohen ER, Davidson C, Wayne DB. Targeting Clinical Outcomes: Endovascular Simulation Improves Diagnostic Coronary Angiography Skills. Catheterization and Cardiovascular Interventions. 2016;87:383-7.

Bagai A, Brien SO, Lawati HA, Goyal P, Ball W, Grantcharov T, Fam N. Mentored Simulation Training Improves Procedural Skills in Cardiac Catheterization. Circ Cardiovasc Interv. 2012;5:672-9.

Nelson K, Bagnall A, Nesbitt C, Davey P, Mafeld S. Developing Cross-Specialty Endovascular Simulation Training. The Clinical Teacher. 2014;11:411-5.

Jensen UJ, Jensen J, Olivecrona G, Ahlberg G, Lagerquist B, Tornvall P. The Role of A Simulator-Based Course in Coronary Angiography on Performance in Real Life Cath Lab. BMC Medical Education. 2014;14(49):1-7.

No Supplementary Material available for this article.
Article Views      : 0
PDF Downloads : 0