Evidence-based medicine (EBM) dominates the current era of medical research and practice. The concept of EBM has now traveled beyond its original context into the field of medical education. This entry describes key historical developments in the construction of EBM, alongside a critical analysis of its strengths and limitations. The transferability of EBM principles into medical education is considered alongside problems which EBM could address within education and problems which its use created.
This article reviews and critically evaluates historical and contemporary research on simulation-based medical education (SBME). It also presents and discusses 12 features and best practices of SBME that teachers should know in order to use medical simulation technology to maximum educational benefit.