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Using Simulation in Global Health: Considerations for Design and Implementation.

Michael B Pitt¹, Walter J Eppich, Margaret L Shane

¹From the University of Minnesota Children's Hospital (M.B.P.), Minneapolis, MN; Ann & Robert H. Lurie Children's Hospital of Chicago (W.J.E, M.L.S.), Northwestern University Feinberg School of Medicine (W.J.E., M.L.S.), Chicago, IL; and University of Wisconsin School of Medicine and Public Health (S.M.B.), Madison, WI.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare

|December 1, 2016

Summary

This summary is machine-generated.

Global health simulation training prepares providers for resource-limited settings. This guide offers practical strategies for educators to create effective, culturally sensitive, and sustainable simulation scenarios worldwide.

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Area of Science:

Medical Education
Global Health
Simulation Training

Background:

Healthcare providers and educators are increasingly involved in global health initiatives.
Simulation is a valuable tool for preparing professionals for resource-limited environments and training local providers.
A lack of specific guidance hinders the development of effective global health simulation curricula.

Purpose of the Study:

To provide guidance for educators on creating and implementing global health simulation scenarios.
To address unique considerations for simulation in resource-limited settings.
To share strategies for sustainable and effective global health simulation.

Main Methods:

Review of existing literature on global health simulation.
Incorporation of practical experience in designing and implementing simulation curricula in resource-limited countries.
Discussion of key considerations including cultural differences, regional disease management, resource availability, and adaptive care strategies.

Main Results:

Identified key considerations for global health simulation: cultural nuances, regional disease approaches, resource assessment, and adaptive care strategies.
Provided specific strategies for ensuring the sustainability of simulation programs.
Offered methods for effective facilitation of simulation scenarios in diverse global settings.

Conclusions:

Effective global health simulation requires careful consideration of cultural context, resource limitations, and local healthcare practices.
The recommendations provide a framework for developing and implementing sustainable and impactful simulation-based education for global health.
This work supports the expansion of simulation training to better prepare healthcare professionals for international practice.