Cultural Considerations in the Formal Process of Simulation Curriculum Adaptation: A Scoping Review.

Area of Science:

• Health Professions Education
• Global Health Education
• Curriculum Development

Background:

• Transborder curriculum partnerships in health professions are increasing.
• Transferring curricula across borders presents unique challenges, particularly cultural differences impacting collaboration.
• Healthcare simulation education requires context and fidelity, highlighting gaps in curriculum transfer.

Purpose of the Study:

• To conduct a scoping literature review on simulation curriculum design and adaptation in transborder contexts.
• To determine the extent to which cultural elements are considered in simulation-based education within transborder partnerships.
• To identify gaps in addressing cultural considerations in transborder healthcare education.

Main Methods:

• A scoping literature review was performed on recently published articles.
• Articles focused on simulation curriculum design or adaptation in transborder contexts.
• 19 studies were selected for full-text review, representing diverse global regions.

Main Results:

• Eight categories of curriculum adaptation were identified from the reviewed studies.
• These categories demonstrated a complete overlap with the five themes of Campinha-Bacote's cultural competency model, plus an additional theme.
• Cultural considerations were found to be integral to simulation curriculum adaptation in transborder partnerships.

Conclusions:

• Cultural considerations significantly influence the adaptation of simulation curricula in transborder healthcare education partnerships.
• While the role of culture is evident, further research is necessary to precisely define this relationship.
• Addressing cultural elements is crucial for effective and contextually relevant simulation-based education in global collaborations.