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Structural Competency in Simulation-Based Health Professions Education: A Call to Action and Pragmatic Guide.

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Health professions educators can improve diversity, equity, and inclusion by teaching structural competency. This approach helps identify inequities at all levels, fostering a more equitable healthcare system through simulation-based education.

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Area of Science:

  • Health Professions Education
  • Social Determinants of Health
  • Medical Simulation

Background:

  • Health inequities persist despite individual-level interventions.
  • A need exists to address systemic factors influencing health outcomes.
  • Simulation offers a unique platform for experiential learning in healthcare.

Purpose of the Study:

  • To introduce Metzl and Hansen's Five-Step Model for structural competency.
  • To explore the application of structural competency in simulation-based health professions education.
  • To provide a guide for educators to integrate structural competency into simulation design.

Main Methods:

  • Conceptual framework development based on Metzl and Hansen's model.
  • Discussion of metacognitive principles in simulation.
  • Guidance for collaborative design of simulation components (objectives, cases, debriefs).

Main Results:

  • Structural competency can be integrated as a performance domain in simulation.
  • Simulation design can be adapted to teach identification and challenging of inequity drivers.
  • Educators can be empowered to address systemic factors in health.

Conclusions:

  • Cultivating structural competency in simulation advances diversity, equity, and inclusion.
  • Simulation-based education can shift paradigms towards recognizing and challenging health inequity drivers.
  • This approach is applicable across various health professions education settings.