DOI: https://doi.org/10.36347/sjmcr.2026.v14i06.052

Pages: 1536-1542

Background: Simulation-based education has emerged as an important adjunct to traditional cardiology training by providing a safe environment for acquiring technical, cognitive, and non-technical skills. Its applications now include echocardiography, transesophageal echocardiography (TEE), cardiac catheterization, coronary angiography, acute cardiovascular care, and crisis management. Objective: To synthesize current evidence regarding the educational impact of simulation-based training in cardiology. Methods: A structured literature review was conducted according to PRISMA 2020 principles. PubMed/MEDLINE, Embase, Scopus, Web of Science, Cochrane Library, ERIC, and Google Scholar were searched for studies evaluating simulation-based educational interventions in cardiology or cardiovascular medicine. Eligible studies included randomized controlled trials, quasi-experimental studies, cohort studies, and pre-post educational studies reporting learner-, performance-, or patient-related outcomes. Results: Simulation-based training was consistently associated with improved knowledge, procedural skills, learner confidence, and objective performance metrics. The strongest evidence concerned echocardiography, TEE, coronary angiography, and cardiac catheterization training. Several randomized and controlled studies demonstrated improvements in theoretical knowledge, image acquisition, catheter manipulation, and procedural performance. However, the literature remains limited by small sample sizes, heterogeneous assessment methods, short follow-up periods, and scarce evaluation of patient-related outcomes. Conclusion: Simulation-based education is a valuable adjunct to conventional cardiology training, particularly for procedural and emergency-based learning. Further multicenter studies using standardized assessment tools and long-term clinical outcomes are needed to better define its role in cardiology curricula.