Simulation-based Methodology
Conditions
Keywords
Simulation based learning
Brief summary
At Mbarara University of Science and Technology and partner sites, the investigators will explore the role of simulation in gender and equity. African societies are largely patriarchal, and this spills over into professional practice and medical education. Simulation methodology is at risk of suffering from a patriarchal dominance. The male dominance has potential to introduce power relationships between men and women learners in a scenario setting and between physicians and nurses. In the presence of such power differentials, the less dominant party could develop a culture of silence, fail to take decisions on issues that affect them or their patients, fail to talk about these issues and take appropriate action.
Detailed description
To address the challenges of gender and equity: 1) the investigators will teach Advocacy Inquiry (AI) and the ladder of inference (LoI) as conversational strategies for all simulation faculty members to explore participant frames of action and thought processes, 2) the investigators will design and expose participants to simulated scenarios with embedded gender and or inter-professional power differentials, 3) study the effect of AI, the LoI and debriefed gender and equity scenarios on participant engagement strategies during gender and inter-professional conflict situations. The Ladder of Influence allows facilitators select some data / observation, add interpretation, draw conclusions and take action. Though the Ladder of influence is a powerful approach to exploring situations, its prone to challenges if users jump to conclusions quickly without being curious about what alternative interpretations of the observed data / action could be. AI uses the show, think and wonder as a strategy to slow facilitators from jumping up the LoI to draw conclusions before exploring learner perspectives. AI and the LoI in combination encourage self-reflection and good judgment. The investigators will deliberately encourage simulation teams to have both males and females and inter-professional with opportunities for team leaders to vary with both sex and profession.
Interventions
OTHERSimulation based learning with Advocacy inquiry and ladder of influence
Simulation scenarios based on identified gender and equity gaps. We will explore experiences of male and female participants, and inter-professional simulation participants (e.g nurses and doctors, medical and nursing students) post intervention exposure on their role and experiences in simulated sessions and clinical care experiences
Sponsors
University of Calgary
The ELMA Foundation
Alberta Children's Hospital Research Institute
Mbarara University of Science and Technology
Study design
Observational model
COHORT
Time perspective
PROSPECTIVE
Eligibility
Sex/Gender
ALL
Age
18 Years to No maximum
Healthy volunteers
Yes
Inclusion criteria
* Medical students * Faculty members in the Faculty of Medicine * Based at Mbarara University, Lira University, Busitema University, or Muni University
Exclusion criteria
* Medical students and faculty outside the participating Universities * Non-medical students * Faculty not based in the Faculties of Medicine
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Gender and inter-professional conflicts in simulation | Change in conflicts 24 months after introduction of simulation based techniques | Frequency of gender and inter-professional conflicts reported in simulation session and or clinical care spaces during debriefing sessions |
Countries
Uganda
Contacts
Primary ContactData Santorino, MD
Backup ContactFrancis Bajunirwe, MD, PhD
Outcome results
None listed