Impact of Simulation Based Learning on Gender, and Equity Dynamics Among Inter-health Professional Teams (Sim-Gender)

Impact of Simulation Based Learning on Gender, and Equity Dynamics Among Interhealth Professionals at Selected Institutions in Sub Saharan Africa

At Mbarara University of Science and Technology and partner sites, the investigators will explore the role of simulation in gender and equity. African societies are largely patriarchal, and this spills over into professional practice and medical education. Simulation methodology is at risk of suffering from a patriarchal dominance. The male dominance has potential to introduce power relationships between men and women learners in a scenario setting and between physicians and nurses. In the presence of such power differentials, the less dominant party could develop a "culture of silence," fail to take decisions on issues that affect them or their patients, fail to talk about these issues and take appropriate action.

Study Overview

• Status: Recruiting
• Conditions: Simulation-based Methodology
• Intervention / Treatment: Other: Simulation based learning with Advocacy inquiry and ladder of influence

Detailed Description

To address the challenges of gender and equity: 1) the investigators will teach Advocacy Inquiry (AI) and the ladder of inference (LoI) as conversational strategies for all simulation faculty members to explore participant frames of action and thought processes, 2) the investigators will design and expose participants to simulated scenarios with embedded gender and or inter-professional power differentials, 3) study the effect of AI, the LoI and debriefed gender and equity scenarios on participant engagement strategies during gender and inter-professional conflict situations.

The Ladder of Influence allows facilitators select some data / observation, add interpretation, draw conclusions and take action. Though the Ladder of influence is a powerful approach to exploring situations, its prone to challenges if users jump to conclusions quickly without being curious about what alternative interpretations of the observed data / action could be. AI uses the "show", "think" and "wonder" as a strategy to slow facilitators from jumping up the LoI to draw conclusions before exploring learner perspectives. AI and the LoI in combination encourage self-reflection and good judgment. The investigators will deliberately encourage simulation teams to have both males and females and inter-professional with opportunities for team leaders to vary with both sex and profession.

• Study Type: Observational
• Enrollment (Anticipated): 150

Contacts and Locations

• Study Contact: Name: Data Santorino, MD; Phone Number: 0774500571; Email: sdata@must.ac.ug
• Study Contact Backup: Name: Francis Bajunirwe, MD, PhD; Phone Number: 0772 576 396; Email: fbaj@must.ac.ug

Study Locations

• Uganda
  • Mbarara, Uganda
    • Recruiting
    • Mbarara University of Science and Technology

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: 18 years and older (Adult, Older Adult)
• Accepts Healthy Volunteers: Yes
• Genders Eligible for Study: All

• Sampling Method: Non-Probability Sample

Study Population

Medical students, faculty members involved in delivery of scenario execution

Description

Inclusion Criteria:

• Medical students
• Faculty members in the Faculty of Medicine
• Based at Mbarara University, Lira University, Busitema University, or Muni University

Exclusion Criteria:

• Medical students and faculty outside the participating Universities
• Non-medical students
• Faculty not based in the Faculties of Medicine

Study Plan

How is the study designed?

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Gender and inter-professional conflicts in simulation	Frequency of gender and inter-professional conflicts reported in simulation session and or clinical care spaces during debriefing sessions	Change in conflicts 24 months after introduction of simulation based techniques

Collaborators and Investigators

• Sponsor: Mbarara University of Science and Technology
• Collaborators: University of Calgary; Alberta Children's Hospital Research Institute; The ELMA Foundation

Study record dates

Study Major Dates

• Study Start (Actual): June 1, 2019
• Primary Completion (Anticipated): December 30, 2021
• Study Completion (Anticipated): December 30, 2022

Study Registration Dates

• First Submitted: April 18, 2021
• First Submitted That Met QC Criteria: April 30, 2021
• First Posted (Actual): May 6, 2021

Study Record Updates

• Last Update Posted (Actual): May 6, 2021
• Last Update Submitted That Met QC Criteria: April 30, 2021
• Last Verified: April 1, 2021

More Information

Terms related to this study

• Keywords: Simulation based learning
• Other Study ID Numbers: 2020/MUST-3/SIM-II

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO
• IPD Plan Description: Data will not be shared given the private nature (involves videos)

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No