From the New York University Grossman School of Medicine (S.T.S., J.A., E.D., J.G.), New York, NY; NewYork-Presbyterian Morgan Stanley Children's Hospital (H.W.), New York, NY; Family Advisory Council (B.B.), NewYork-Presbyterian Morgan Stanley Children's Hospital, New York, NY; and Columbia University College of Physicians & Surgeons (D.O.K.), New York, NY.
Simul Healthc. 2024 Dec 1;19(6):388-394. doi: 10.1097/SIH.0000000000000759. Epub 2024 Jan 9.
Simulation-based health professions educators can advance diversity, equity, and inclusion by cultivating structural competency, which is the trained ability to discern inequity not only at an individual level, but also at organizational, community, and societal levels. This commentary introduces Metzl and Hansen's Five-Step Model for structural competency and discusses its unique applicability to the metacognitive underpinnings of simulation-based health professions education. We offer a pragmatic guide for simulation-based health professions educators to collaboratively design learning objectives, simulation cases, character sketches, and debriefs in which structural competency is a simulation performance domain, alongside patient management, resource usage, leadership, situational awareness, teamwork, and/or communication. Our overall goal is to promote a paradigm shift in which educators are empowered to partner with patients, colleagues, and communities to recognize, learn about, and challenge the factors driving health inequities; a skill that may be applied to a broad range of health professions education within and outside of simulation.
基于模拟的健康专业教育者可以通过培养结构能力来促进多样性、公平性和包容性，结构能力是一种经过训练的能力，不仅能够识别个人层面的不公平，还能够识别组织、社区和社会层面的不公平。本评论介绍了 Metzl 和 Hansen 的结构能力五步骤模型，并讨论了其对基于模拟的健康专业教育元认知基础的独特适用性。我们为基于模拟的健康专业教育者提供了一个实用指南，以共同设计学习目标、模拟案例、角色素描和辅导，其中结构能力是模拟表现领域，与患者管理、资源使用、领导力、情境意识、团队合作和/或沟通并列。我们的总体目标是促进一种范式转变，使教育者能够与患者、同事和社区合作，认识、了解和挑战导致健康不平等的因素；这一技能可应用于模拟内外广泛的健康专业教育。
