Simulation-based education in orthopedics and traumatology: Research trends, collaboration networks, and keyword co-occurrence patterns
Sol A. Zevallos-Ortiz, Alvaro M. Ñaña-Cordova, Michele A. Macavilca-Toribio, Fabriccio J. Visconti-LopezBackground
Simulation-based training has become increasingly important in medical education, particularly in surgical fields, where hands-on experience is crucial for skill development.
Objective
To characterize publication patterns, collaboration networks, keyword co-occurrence patterns, and temporal distribution in research on simulation-based education, training, and rehabilitation-related motor learning within the Web of Science Orthopedics category.
Methods
We conducted a bibliometric analysis of articles indexed in the Web of Science Core Collection through 2024 using TS = (Simulat*) AND WC = (Orthopedics). Bibliometrix in R and VOSviewer were used to analyze publication output, collaboration networks, and research themes.
Results
A total of 246 publications were identified across 54 journals. Scientific production increased overall since 2009, peaking in 2015 with 29 publications. The United States led in publications (31.3%), followed by the United Kingdom (12.6%) and Canada (11.0%). The most productive authors were Jonathan L. Rees (10 publications), followed by Abtin Alvand, Kapil Sugand, and Chinmay M. Gupte (9 publications each), all from the United Kingdom. The Journal of Bone and Joint Surgery was the most prolific journal, with 28 articles. The international collaboration network was centered on the United States, the United Kingdom, and Canada. Keywords such as “virtual reality,” “performance,” and “shoulder arthroscopy” were predominant. The University of Toronto and Imperial College London had the highest institutional publication output, with 23 articles each.
Conclusion
Research output increased overall but remained concentrated in institutions from high-income countries. Virtual reality, performance assessment, and arthroscopic training were prominent themes. Further primary studies should evaluate learning outcomes, skill transfer, cost-effectiveness, and implementation across different educational and resource settings.