Introduction: Simulation-based education is an essential component of healthcare training, providing a safe environment for acquiring clinical skills. Despite the widespread use of simulators, there is a lack of consistency in terminology and classification, which hampers their effective integration into curricula.
Aim: This study aims to analyze the existing classification of medical simulators and propose an improved structure based on their typology and functionality.
Materials and Methods: A literature review was conducted to examine the various classifications of medical simulators. The analysis was supported by QDA Miner Lite software for text analysis, which facilitated the identification and categorization of terms and concepts related to the simulators.
Results: Twenty-two publications were analyzed, revealing a wide variety of terms used for simulators. Two terms stood out for their frequent use: high-fidelity simulators (66.7%) and simulated or standardized patients (100%). Five main categories of simulators were proposed: high-fidelity simulators, complex task trainers, basic task trainers, software-based simulators, and standardized patients. Definitions were developed for each category to standardize their use and ensure clarity in educational settings.
Conclusion: The findings emphasize the need for standardizing the terminology and classification of medical simulators. The proposed classification system offers clear definitions and can be used to more effectively integrate simulators into healthcare educational programs.
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