最多等待 10 秒，若超时请稍后重试。
Tom; id_orcid 0000-0001-6422-7712 Volkman
UWA Profiles and Research Repository (University of Western Australia). 2026 May 5.
Equity, Diversity and Inclusion has been recognised as a priority in National and International simulation guidelines with limited tools and checklists to assist teams. Most mannikins, and recorded education videos do reflect the diversity of our consumers. Simulation based education teams face a challenge to construct and deliver authentic Equity, Diversity and Inclusion (EDI) content. A real fear of ‘getting it wrong’ with regards to portrayal of culture exists.
Perth Children’s Hospital identified underrepresentation of EDI backgrounds (First Nations, Culturally and Linguistically Diverse (CALD), LGBTIQA+ or significant Disability) in an audit of the 136 simulation scenarios used in the preceding 24 months.
We have developed a study protocol to undertaken qualitative research engaging First Nations Australians and patients with neurodisability/neurodiversity to document their voice regarding integration of EDI into simulation education. A scoping review has been completed to establish key themes and questions to pose in these studies planned for later in 2026.
Qualitative research must ensure not to burden populations and recognise that an individual membership of an identity group does not unconditionally represent the knowledge of that group. Whilst ethics approval has been granted for these studies, barriers to research governance will be discussed. Key discussion themes include (i) how to create safety for simulated patients and avoiding re-traumatisation (ii) effective co-design strategies to reflect lived experience, (iii) adequate cultural education to prepare learners and facilitators (iv) the value of open access co-designed culturally safe content and (v) EDI action plans/frameworks adopted by paediatric simulation teams.
公平、多样性和包容性已被视为国家和国际模拟指南中的优先事项，但协助团队的工具和清单有限。大多数人体模型和录制的教育视频确实反映了我们消费者的多样性。基于模拟的教育团队在构建和提供真实的公平、多样性和包容性（EDI）内容方面面临挑战。对于文化描绘存在“出错”的切实担忧。
珀斯儿童医院在对前24个月使用的136个模拟场景进行的审计中发现，EDI背景（原住民、文化和语言多样化（CALD）、LGBTIQA+或严重残疾）的代表性不足。
我们制定了一项研究方案，以开展定性研究，让澳大利亚原住民和神经残疾/神经多样性患者参与进来，记录他们对将EDI纳入模拟教育的看法。已完成一项范围审查，以确定2026年晚些时候计划开展的这些研究中要提出的关键主题和问题。
定性研究必须确保不给人群增加负担，并认识到身份群体的个体成员身份并不无条件地代表该群体的知识。虽然这些研究已获得伦理批准，但将讨论研究治理方面的障碍。关键讨论主题包括：（i）如何为模拟患者创造安全环境并避免再次创伤；（ii）反映实际生活经历的有效共同设计策略；（iii）为学习者和促进者提供充分的文化教育；（iv）开放获取的共同设计的文化安全内容的价值；以及（v）儿科模拟团队采用的EDI行动计划/框架。
