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Federación Latinoamericana de Simulación Clínica y Seguridad del Paciente

2026, Number 1

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Simulación Clínica 2026; 8 (1)

Knowledge transfer in simulation-based education: narrative review

Oliveira-Carreiro B, Pereira-Maronesi ML, de Oliveira-Costa RR, Guimarães dos Santos-Almeida R, Magri-Bernardes R, Mazzo A

Language: Spanish
References: 33
Page: 33-39
PDF size: 757.80 Kb.


ABSTRACT

Introduction: simulation-based teaching has been inserted into professional training. Objective: to reflect on the potential and barriers of knowledge translation in simulation-based education. Summary of content: this study was developed from a bibliographic review conducted within the course “Integrated seminar: knowledge translation in the training and development of health professionals”. The study combined a narrative literature review with the authors’ own insights on the topic. The databases PubMed/Medline and Google Scholar were searched. The keywords used were: “knowledge translation”, “simulation”, and “translation”. Results: the findings were organized according to context analysis. Knowledge translation has a scientific and social dimension, requiring a multidirectional flow among the various actors involved in the process. It holds significant potential for fostering teaching, training, and learning in the health field. It contributes to simulation by enabling knowledge exchange and interprofessional work. Conclusions: the translation of knowledge presents potentialities, such as active learning and technical and behavioral skills for professional practice, as well as barriers, such as costs, technologies and the availability of trained professionals.


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