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Reclaiming identities: exploring the influence of simulation on refugee doctors' workforce integration
Samantha Eve Smith1,2, Victoria Ruth Tallentire3, Julie Doverty4
1Scottish Centre for Simulation and Clinical Human Factors, NHS Forth Valley, Larbert, UK. Samantha.Smith7@nhs.scot.
Advances in Simulation (London, England)
|September 10, 2024
Summary
Simulation programs can aid refugee doctors in workforce integration by enhancing learning and social connections. These experiences help doctors reclaim professional identities and understand new healthcare system expectations, crucial for successful integration.
Area of Science:
- Medical Education
- Healthcare Workforce Integration
- Refugee Health
Background:
- Refugee doctors face significant challenges integrating into new healthcare systems, including language, cultural, and identity barriers.
- Workforce integration is crucial to retain healthcare professionals and prevent relocation.
- Simulation programs are proposed as a potential tool to facilitate this integration process.
Purpose of the Study:
- To explore the influence of an immersive simulation program on the workforce integration of refugee doctors.
- To understand how simulation impacts the learning, social connections, and identity of refugee doctors in a new healthcare system.
Main Methods:
- A six-day immersive simulation program was delivered to refugee doctors referred by a charity.
- Semi-structured interviews were conducted post-simulation, analyzed using template analysis based on a workforce integration conceptual model.
- The study elaborated on the 'pillars' model of workforce integration, examining the relationship between simulation and integration.
Main Results:
- The simulation program positively impacted the 'learning pillar' (communication, culture, clinical skills) and 'connecting pillar' (social bonds).
- Participants experienced reclaiming professional identity and forming a new identity as international medical graduates within the 'being pillar'.
- Simulation provided 'building blocks' for integration but also presented missed opportunities and potential for unintentional 'othering'.
Conclusions:
- Simulation programs can enhance learning, social connections, and professional identity for refugee doctors, aiding their integration into new healthcare systems.
- Understanding expectations within the new healthcare system is a key outcome of simulation experiences for refugee doctors.
- The simulation community should explore its potential for integration while being mindful of potential negative impacts like 'othering'.
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