A Scoping Review of the Priority of Diversity, Inclusion, and Equity in Health Care Simulation

Smallheer, Benjamin; Chidume, Tiffani; Spinks, M’lyn K.H.; Dawkins, Denise; Pestano-Harte, Marilyn

doi:10.1016/j.ecns.2022.05.009

Cited by 14 publications

(4 citation statements)

References 29 publications

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“…Equity, diversity and inclusion are terms that refer to different aspects of interactions between people and within groups [5]. It is well established that those who identify as members of marginalised and underrepresented groups, and those exposed to social and economic disadvantage, experience barriers, both systemic and structural, which prevent them from receiving safe, effective and equitable care [6][7][8].…”

Section: Equity Diversity and Inclusion (Edi)mentioning

confidence: 99%

“…Over recent years, increasing light has been shone on EDI within SBE literature. This is in relation to simulation with specific EDI learning objectives and the consideration of EDI in all SBE programmes in healthcare [5,6,[10][11][12][13]. SBE in healthcare has been described as a time of 'cultural compression' , where ideologies about the healthcare professions can be reinforced, and values and beliefs can be transmitted to learners with intensity [14].…”

Section: Edi In Simulation-based Education the Reasonmentioning

confidence: 99%

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Equity, diversity and inclusion in simulation-based education: constructing a developmental framework for medical educators

Mutch,

Golden,

Purdy

et al. 2024

Adv Simul

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Background Themes of equity, diversity and inclusion (EDI) arise commonly within healthcare simulation. Though faculty development guidance and standards include increasing reference to EDI, information on how faculty might develop in this area is lacking. With increasingly formal expectations being placed on simulation educators to adhere to EDI principles, we require a better understanding of the developmental needs of educators and clear guidance so that teams can work towards these expectations. Our study had two aims: Firstly, to explore the extent to which an existing competency framework for medical teachers to teach ethnic and cultural diversity is relevant for simulation educator competency in EDI, and secondly, informed by the data gathered, to construct a modified competency framework in EDI for simulation educators. Methods We engaged our participants (10 simulation faculty) in a 5-month period of enhanced consideration of EDI, using the SIM-EDI tool to support faculty debriefing conversations focussed on EDI within a pre-existing programme of simulation. We interviewed participants individually at two timepoints and analysed transcript data using template analysis. We employed an existing competency framework for medical teachers as the initial coding framework. Competencies were amended for the simulation context, modified based on the data, and new themes were added inductively, to develop a new developmental framework for simulation educators. Results Interview data supported the relevance of the existing competency framework to simulation. Modifications made to the framework included the incorporation of two inductively coded themes (‘team reflection on EDI’ and ‘collaboration’), as well as more minor amendments to better suit the healthcare simulation context. The resultant Developmental Framework for Simulation Educators in EDI outlines 10 developmental areas we feel are required to incorporate consideration of EDI into simulation programmes during the design, delivery and debriefing phases. We propose that the framework acts as a basis for simulation faculty development in EDI. Conclusions Simulation faculty development in EDI is important and increasingly called for by advisory bodies. We present a Developmental Framework for Simulation Educators in EDI informed by qualitative data. We encourage simulation teams to incorporate this framework into faculty development programmes and report on their experiences.

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Section: Equity Diversity and Inclusion (Edi)mentioning

confidence: 99%

Section: Edi In Simulation-based Education the Reasonmentioning

confidence: 99%

Equity, diversity and inclusion in simulation-based education: constructing a developmental framework for medical educators

Mutch,

Golden,

Purdy

et al. 2024

Adv Simul

View full text Add to dashboard Cite

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“…More targeted conceptual work proposes practical processes for considering equality, diversity, and inclusion as part of the International Nursing Association of Clinical and Simulation Learning standards for design criteria [ 22 ]. There are also empirical studies supporting the content that when learners practice applying skills, knowledge and attitudes in a VS environment that exposes them to diversity, it can have an impact on their assimilation of cultural competency [ 23 – 25 ]. In the health professional context, empirical studies confirm that learners’ understanding of the importance of culture improves when they have the opportunity to interact with a specific culture as part of a VS [ 25 – 28 ].…”

Section: Introductionmentioning

confidence: 99%

Inclusivity in health professional education: how can virtual simulation foster attitudes of inclusion?

Edgar,

Tai,

Bearman

2024

Adv Simul

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Disparities in accessing quality healthcare persist among diverse populations. Health professional education should therefore promote more diversity in the health workforce, by fostering attitudes of inclusion. This paper outlines the potential of virtual simulation (VS), as one method in a system of health professional education, to promote inclusion and diversity. We conceptualise how VS can allow learners to experience an alternative to what HPE currently is by drawing on two social justice theorists, Paulo Freire, and Nancy Fraser and their ideas about ‘voice’ and ‘representation’. We present two principles for VS design and implementation: (1) giving voice to learners has the power to transform; and (2) representation in VS builds inclusion. We provide practical means of building voice and representation into VS learning activities, followed by an example. Purposeful and thoughtful integration of these principles paves the way for a more diverse and inclusive healthcare workforce.

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“…Several research teams have used bibliometric analysis to study healthcare simulation 9–14 . Beyond simulation-based healthcare education, other areas of health professions education have used bibliometric analysis to identify themes and evolving topic areas 15–17 …”

mentioning

confidence: 99%

Using Bibliometric Analysis to Map the Impact of a Simulation Program's Published Scholarly Works

Rodgers,

Bohrer,

Morales

et al. 2024

Sim Healthcare

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Bibliometrics quantitatively evaluates the targeted literature sources and can help define research and scholarly publications' impact and demonstrate connections for authors, departments, or universities. This article presents a methodology for simulation programs to evaluate their influence in terms of both impact and scope of their published simulation-based healthcare scholarly output. Using the authors' home university and healthcare system as an example, the article outlines a methodology to map research and scholarly works networks within the systems, identify and map connections outside the system, and quantifiably score the overall impact of the simulation program's scholarly output using a common scoring metric, the h-index. This generates an objective measure of impact, rather than a subjective opinion of an organization's research and scholarly impact. The combination of an institutional h-index with mapping of simulation-based healthcare scholarly output provides a full, objective description of the institution's output and provides a benchmark for other simulation programs for comparison.

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A Scoping Review of the Priority of Diversity, Inclusion, and Equity in Health Care Simulation

Cited by 14 publications

References 29 publications

Equity, diversity and inclusion in simulation-based education: constructing a developmental framework for medical educators

Equity, diversity and inclusion in simulation-based education: constructing a developmental framework for medical educators

Inclusivity in health professional education: how can virtual simulation foster attitudes of inclusion?

Using Bibliometric Analysis to Map the Impact of a Simulation Program's Published Scholarly Works

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