Gender perspective in clinical simulation: educational strategies to reduce performance and self-perception differences among emergency professionals

Iria Miguéns Blanco1, Carmen Casal Angulo2,3

INTRODUCTION. Clinical simulation has become a fundamental pillar in competency-based medical training for emergency professionals, providing a safe environment for skill acquisition. Nevertheless, gender disparities persist in clinical performance, selfperception, and training opportunities, representing a challenge for educational equity.
OBJECTIVE. To conduct a narrative review of the recent literature on sex differences in simulation-based learning and to analyze educational strategies that have demonstrated effectiveness in reducing performance and self-efficacy gaps among emergency department personnel.
MATERIAL AND METHODS. We conducted a review identifying experimental studies, systematic reviews, and curricular programs published between 2010 and 2025 in PubMed and Scopus. The search strategy focused on simulation-based medical education within urgent care and emergency settings.
RESULTS. The reviewed evidence identifies significant sex differences in psychomotor performance, clinical confidence, and selfassessment. The interventions that demonstrated the greatest effectiveness in mitigating these gaps included: simulation-based mastery learning (SBML), repeated high-fidelity simulation, hybrid simulation, and programs focused on communication and
negotiation skills.
CONCLUSIONS. The systematic incorporation of gender-focused simulation strategies is essential to reduce educational inequities in Emergency Medicine. The implementation of mastery-based models, deliberate practice, and inclusive communication training not only improves overall clinical competence but also promotes equitable learning environments sensitive to individual and intersectional differences.