Military Medical Simulations-Scoping Review.

Abstract

Introduction: The military employs a wide variety of training paradigms to prepare a ready medical force. Simulation-based training is prominently used in the military for all roles of care to provide the knowledge, skills, and abilities needed to render care from the battlefield to the hospital. The purpose of this scoping review is to synthesize the body of research in military healthcare simulation, highlight trends in the literature, and identify research gaps.

Materials and methods: Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis process, the databases of PubMed, Google Scholar, and targeted conferences were searched for articles focused on simulation-based training in the military healthcare community. Inclusion criteria required that the studies assessed a healthcare simulation intervention and had military participants. Data were gathered on population parameters (branch of service and provider level) as well as study parameter (simulation modality, medical domain, and outcome measures). Outcome measures were categorized according to the Kirkpatrick model of training evaluation.

Results: A total of 43 articles met inclusion criteria. Article summaries and descriptive data on the participant populations and study parameters are provided in Tables 1, 2, and Supplementary Table S1.

Conclusions: Participant populations were inclusive of all the services and roles of care, suggesting appropriate representation of the broad military healthcare community. The majority of literature has studied physical simulations, such as manikins or task trainers. Few studies employed augmented or virtual reality as the training intervention, likely because of the nascency of the technology. Trauma care was the focus of 65% of the studies; this is attributable to the criticality of trauma care within battlefield medicine and casualty response. Related to study outcomes, participant reactions, such as usability and user acceptance, and immediate learning outcomes were heavily studied. Retention and behavioral changes were rarely studied and represent a significant research gap. Future research assessing mixed reality technologies would be beneficial to determine whether the technology warrants inclusion in programs of instruction. Finally, studies with outcome measures including long-term knowledge and skills retention, behavioral change, or patient outcomes are strongly recommended for future research.