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  • General
  • P 01: Innovations: Navigating Cultural Competency in Simulation.

    Sunday, June 09, 2019 9:15 AM - Sunday, June 09, 2019 10:45 AM

    Celebration 3-4

    Introduction/Overview/Purpose:

    The impact of culturally sensitive cases can have a significant impact on both SPs and learners. The training of SPs for these culturally sensitive cases is crucial to their performance and safety. Preparing and exposing learners to various patient bias can be very individualized. How do we both prepare our SPs and our learners for an emotionally charged simulations in a way that reflects the Standards of Best Practice?

    Description of Innovation/Discussion Topic:

    Multiple institutions will come together for a panel discussion on how they have approached these types of simulations and what they have learned and are still learning. One institution developed a few simulations to prepare foreign medical residents for encounters with culturally insensitive patients. The hiring and training of the SPs required considerable thought and specific approaches. Another institution conducted a Professionalism OSCE for Pediatric residents one station required learners to manage a cultural bias parent. They personalized the OSCE station to the individual learner for a standardized impact.

    Discussion:

    Providing emotionally charged simulations for medical residents, helped residents think on their feet and practice de‐escalating strategies in a safe environment. Thoughtful SP recruitment and preparation was imperative and helped make the scenario authentic. Support and attention to psychological safety is needed for all involved to achieve the desired impact without negative side‐effects.

    Conclusion:

    These simulations can be powerful and stimulate important dialogue. Creating a safe learning environment for learners, SPs and faculty is essential. Planned Format: 15 minutes- Introductions
    45 minutes- Share individual experiences with Cultural sensitivities in simulation 30 minutes- Question and Answer with audiience

    References:

    Reference 1: A. Green, E. Miller, E. Krupat, A. White, W. Taylor, D. Hirsh, R. Wilson, J. Betancourt. Designing and Implementing A Cultural Competence OSCE: Lessons Learned From Interviews with Medical Students. Ethnicity & Disease. 2007;(17)344‐ 350. Reference 2: T. Heponiemi, L. Hietapakka, S. Lehtoaro, A. Aalto. Foreign‐born Physicians’ Perceptions of Discrimination and Stress in Finland: A Cross‐sectional Questionnaire Study. BMC Health Services Research. 2018;18:418 H. Jin, Y. Choi. Three‐dimensional Needs of Standardized Patients in Nursing Simulations and Collaboration Strategies: A Qualitative Analysis. Nurse Education Today. 2018(68)177‐181. Reference 3: H. Jin, Y. Choi. Three‐dimensional Needs of Standardized Patients in Nursing Simulations and Collaboration Strategies: A Qualitative Analysis. Nurse Education Today. 2018(68)177‐181. Reference 4: Aeder L, Altshuler L, Kachur E, Walker‐Descartes I. Empowering Trainees to Promote Professionalism. Clin Teach. doi:10.1111/tct.12680, 2017 Reference 5: Kachur EK, Zabar S, Hanley K, Kalet A, Hyland Bruno J, Gillespie CC. Organizing OSCEs (and other SP Exercises) in Ten Steps. (pp. 7‐34) In Zabar S, Kachur EK, Kalet A, Hanley K (eds). Objective Structured Clinical Examinations. 10 Steps to Planning and Implementing OSCEs and Other Standardized Patient Exercises. New York: Springer, 2013