ABSTRACT
Simulation-based health professional education (HPE) is widely practiced in resource-rich regions, yet it is underutilized or ineffectively delivered in resource-poor ones, particularly when we fail to consider local contexts such as infrastructure, literacy, and culture when developing educational programs. Such an approach would be an example of failure of delivery, or the inability to bring services to people whose diseases have proven therapies. It is the biggest obstacle facing global health. This paper is a review of the literature and the authors' experience in developing, delivering, and evaluating sustainable HPE programs in resource-poor regions, wherever in the world they may be.
ABSTRACT
Simulation is an important training tool used in a variety of influential fields. However, development of simulation scenarios - the key component of simulation - occurs in isolation; sharing of scenarios is almost non-existent. This can make simulation use a costly task in terms of the resources and time and the possible redundancy of efforts. To alleviate these issues, the goal is to strive for an open communication of practice (CoP) surrounding simulation. To facilitate this goal, this report describes a set of guidelines for writing technical reports about simulation use for educating health professionals. Using an accepted set of guidelines will allow for homogeneity when building simulation scenarios and facilitate open sharing among simulation users. In addition to optimizing simulation efforts in institutions that are currently using simulation as an educational tool, the development of such a repository may have direct implications on developing countries, where simulation is only starting to be used systematically. Our project facilitates equivalent and global access to information, knowledge, and highest-caliber education - in this context, simulation - collectively, the building blocks of optimal healthcare.
