Simulation-based learning compared with conventional methods in procedural skill

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. Keywords simulation | learning | skill | impact.