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

NCT04874987 | Unknown

• 1 other identifier: 2020/MUST-3/SIM-II
• Study Type: observational
• Target: 150
• Locations: 1 country
• Sites: 1

Brief Summary

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.

Conditions

Simulation-based Methodology

Keywords

Simulation based learning

Outcome Measures

Primary Outcomes (1)

• 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

Interventions

Simulation based learning with Advocacy inquiry and ladder of influence OTHER

Simulation scenarios based on identified gender and equity gaps. We will explore experiences of male and female participants, and inter-professional simulation participants (e.g nurses and doctors, medical and nursing students) post intervention exposure on their role and experiences in simulated sessions and clinical care experiences

Also known as: Gender sensitive simulation based learning

Eligibility Criteria

• Age: 18 Years+
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)
• Sampling Method: Non-Probability Sample

Study Population

Medical students, faculty members involved in delivery of scenario execution

You may qualify if:

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

You may not qualify if:

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

Sponsors & Collaborators

• Mbarara University of Science and Technology: lead
• University of Calgary: collaborator
• The ELMA Foundation: collaborator
• Alberta Children's Hospital Research Institute: collaborator

Study Sites (1)

Mbarara University of Science and Technology

Mbarara, Uganda

RECRUITING

Central Study Contacts

Data Santorino, MD

CONTACT

0774500571; sdata@must.ac.ug

Francis Bajunirwe, MD, PhD

CONTACT

0772 576 396; fbaj@must.ac.ug

Study Design

• Study Type: observational
• Observational Model: COHORT
• Time Perspective: PROSPECTIVE
• Sponsor Type: OTHER
• Responsible Party: SPONSOR

Study Record Dates

• First Submitted: April 18, 2021
• First Posted: May 6, 2021
• Study Start: June 1, 2019
• Primary Completion: December 30, 2021
• Study Completion: December 30, 2022
• Last Updated: May 6, 2021

Record last verified: 2021-04

Data Sharing

• IPD Sharing: Will not share

Locations

UG (1)