Background: There has been an exponential growth in the research base for simulated-based learning experiences (SBLE). The purpose of this paper is to present the findings of an umbrella review, an examination of published reviews, to examine the state-of-the-science in SBLE. 

Method: This project used the Joanna Briggs Institute guidelines for an umbrella review. Eight electronic data bases were searched for eligible reviews from 1990 through August 2016, yielding 97 reviews for inclusion. 

Results: Four themes emerged from the current literature, centering on (a) specific clinical practice area or learner, (b) learner outcomes/identified skill acquisition, (c) elements of simulation design, and (d) simulation as pedagogy. The quality of the reviews ranged widely in methods and rigor. 

Conclusion: The evidence examining SBLE has relied too heavily on self-reported outcomes among learners. Objective evidence obtained through the use of reliable and valid measurement tools used by trained and objective raters is needed. Adherence to standard research reporting guidelines for health care simulation research would benefit the evidence base. 

Denne systematiske oversikten over systematiske oversikter er utarbeidet på en god måte, og forfatterne har vært tydelige på metoden de har brukt for å utarbeide oversikten. Inklusjons- og eksklusjonskriterier beskrives godt i teksten, og søkeprosessen er dokumenter blant annet gjennom et PRISMA-diagram. Det er gjort en vurdering av den metodologiske kvaliteten til de inkluderte studiene, men ingen studier er utelatt på bakgrunn av denne vurderingen fordi flesteparten av de inkluderte studiene da måtte ha blitt ekskludert. Den narrative beskrivelsen av resultatene virker veloverveid.