Ismail Faisal W, Ajani Khairulnissa, Baqir Syed Mujtaba, Nadeem Ahmed, Qureshi Rayyan, Petrucka Pammla
Centre for innovation and Medical Education, The Aga Khan University, Karachi, Sindh, Pakistan.
Department of Nursing, The Aga Khan University, Karachi, Sindh, Pakistan.
MedEdPublish (2016). 2024 May 24;14:38. doi: 10.12688/mep.20271.1. eCollection 2024.
Simulation is increasingly being adopted by healthcare educators throughout the developed world as it offers a safe environment to practice skills. While there is literature on learning via simulation in healthcare in the developed world, more studies are required to investigate the factors influencing this approach in the developing world.
This scoping review highlights the key factors that act as deterrents as well as encouragement to the uptake of simulation as a teaching methodology in healthcare education in developing countries.
The MEDLINE (via OVID, using keywords and MeSH in OVID), and PubMed (via NCBI using MeSH), and CINAHL databases were searched between January 2000 and January 2024 for research articles published in peer reviewed English language journals using a combination of keywords.
A total of 48 articles were included in the final analysis. Challenges and opportunities were divided into professional, academic, and resource-based factors, and their individual sub-themes. The main challenges reported were the lack of a contextual curriculum, content heavy curricula, dearth of trained simulationists and cost of simulators. Performance anxiety was an important challenge reported by both trainers and trainees. Main opportunities were an interest in adopting simulation-based education from both trainers and trainees, and the opportunity to improve patient safety and quality of education. Other findings were that academic leadership and faculty show interest and urgency to adopt simulation in curricula and allocate funds for this. Facilitators need to be provided with protected time to become simulationists. Local manufacturers need to be sourced for simulators, and transfer of technology and expertise needs to be negotiated.
Simulation needs to be looked at from the lens of not only education, but more importantly of patient safety in developing countries to allow simulation-based education to be mainstreamed in health professions education in low- and middle-income contexts.
在整个发达国家，模拟教学越来越多地被医疗保健教育工作者采用，因为它提供了一个安全的技能练习环境。虽然在发达国家有关于通过医疗保健模拟进行学习的文献，但仍需要更多研究来调查影响发展中国家这种教学方法的因素。
本综述强调了在发展中国家的医疗保健教育中，阻碍和促进采用模拟教学方法的关键因素。
在2000年1月至2024年1月期间，通过使用关键词组合在同行评审的英文期刊上发表的研究文章，检索了MEDLINE（通过OVID，使用OVID中的关键词和医学主题词）、PubMed（通过NCBI使用医学主题词）和CINAHL数据库。
最终分析共纳入48篇文章。挑战和机遇分为专业、学术和基于资源的因素及其各自的子主题。报告的主要挑战包括缺乏情境化课程、课程内容繁重、缺乏训练有素的模拟教学人员以及模拟器成本高。表现焦虑是培训师和学员都报告的一个重要挑战。主要机遇包括培训师和学员都对采用基于模拟的教育感兴趣，以及有机会提高患者安全和教育质量。其他发现是学术领导和教师对在课程中采用模拟并为此分配资金表现出兴趣和紧迫感。需要为促进者提供受保护的时间以成为模拟教学人员。需要从当地制造商采购模拟器，并且需要协商技术和专业知识的转让。
在发展中国家，不仅需要从教育的角度，更重要的是从患者安全的角度看待模拟教学，以使基于模拟的教育在低收入和中等收入环境中的卫生专业教育中成为主流。
