Simulation in Perinatal Training in Family Medicine Postgraduate Education: A Mixed Studies Literature Review

Abstract

Introduction: Family physicians are important providers of perinatal care, but decreased exposure to obstetric training during residency and shifting program priorities have prompted concerns about their preparedness. Simulation-based medical education (SBME), which is widely used in other medical professions, presents a promising approach to addressing training gaps by improving clinical competence, confidence, and communication skills in addressing obstetric situations. Despite its potential, SBME is insufficiently utilized in family medicine postgraduate education due to inadequate resources and faculty training. This literature review synthesizes existing research on SBME interventions in perinatal care for family medicine residents, providing a thorough overview of current practices and informing strategies to improve and strengthen maternal training in this field. Methodology and Methods: A mixed studies literature review was conducted. The search encompassed the biggest medical scientific literature database, i.e., Ovid MEDLINE (1946- December 2024). The Mixed Methods Appraisal Tool (MMAT) was used to assess the methodological quality of records retained. The data extracted from the selected studies were analyzed employing a data-based convergent mixed methods design, enabling the integration of qualitative and quantitative findings. Result: A total of 24 studies met the criteria for data extraction. Rigorous line-by-line coding was applied to both Result and Discussion sections of included articles. Findings were systematically categorized into four overarching themes, including: “Variety of simulation educational interventions in Family Medicine postgraduate training in perinatal care”, “Family Medicine Residents’ Perceptions and Attitudes regarding Simulation in Perinatal Training”,

“Knowledge and Skills Outcomes Gained through Simulation in Perinatal Care”, and “Limitations and Gaps in Simulation-Based Perinatal Training”. Discussion: This review highlights the breadth and effectiveness of simulation-based education in enhancing Family Medicine residents' attitudes, knowledge, and procedural skills, in delivering perinatal care. While evidence supports improvements in technical competencies and self-efficacy, the findings also reveal a few limitations in non-technical skill development, knowledge retention, and equitable access. These insights underscore the need for better curricular integration, faculty training, and future research to optimize simulation design and expand its accessibility and impact across diverse Family Medicine training programs.