Zhang Luocheng, Patterson Freyr, Penman Adriana, Forbes Roma
School of Health and Rehabilitation Sciences, The University of Queensland, St Lucia, Brisbane, 4067, Australia.
Adv Health Sci Educ Theory Pract. 2024 Nov 7. doi: 10.1007/s10459-024-10384-6.
Simulation-based learning (SBL) is an important component in health professions education and serves as effective preparation or a substitution for clinical placements. Despite their widely accepted benefits, students from culturally and linguistically diverse (CALD) backgrounds may not experience the same learning outcomes from engaging in SBL as their local peers due to complex factors. Supporting students from CALD backgrounds in SBL is vital, not only to optimise their learning experiences and outcomes, but also ensure inclusive health professions education. While the literature on the participation of students from CALD backgrounds in SBL activities is emerging, this scoping review was conducted to (1) map the evidence on how SBL impacts the learning outcomes of health professions students from CALD backgrounds; and (2) understand how students from CALD backgrounds perceive their SBL experiences. Following Arskey and O'Malley's framework and Joanna Briggs Institute methodology for scoping reviews, a search was conducted in January 2024 using PubMed, Embase, CINAHL, Scopus, PsycINFO, and ERIC. Ten papers met the inclusion criteria. This review highlighted three themes: (1) diverse learning outcomes of SBL; (2) facing linguistic and cultural challenges that are inherent to SBL; and (3) preparation, reflection, and support to actively participate in SBL activities. This review indicates that SBL could enhance clinical skills and confidence in students from CALD backgrounds. However, well-designed SBL activities to meet the learning needs of students from CALD backgrounds are currently lacking and further research across broader health professions fields is needed.
基于模拟的学习（SBL）是健康职业教育的一个重要组成部分，可作为临床实习的有效准备或替代方式。尽管其益处已被广泛认可，但由于复杂因素，来自文化和语言背景多样（CALD）的学生参与SBL时可能无法获得与本地同龄人相同的学习成果。在SBL中支持来自CALD背景的学生至关重要，这不仅是为了优化他们的学习体验和成果，也是为了确保健康职业教育的包容性。虽然关于来自CALD背景的学生参与SBL活动的文献正在不断涌现，但进行这项范围综述是为了：（1）梳理关于SBL如何影响来自CALD背景的健康职业学生学习成果的证据；（2）了解来自CALD背景的学生如何看待他们的SBL经历。遵循阿斯基和奥马利的框架以及乔安娜·布里格斯研究所的范围综述方法，于2024年1月在PubMed、Embase、CINAHL、Scopus、PsycINFO和ERIC数据库中进行了检索。有十篇论文符合纳入标准。本综述突出了三个主题：（1）SBL的多样化学习成果；（2）面临SBL固有的语言和文化挑战；（3）为积极参与SBL活动所做的准备、反思和支持。本综述表明，SBL可以提高来自CALD背景的学生的临床技能和信心。然而，目前缺乏精心设计的SBL活动来满足来自CALD背景学生的学习需求，需要在更广泛的健康职业领域开展进一步研究。
