Abstract
Introduction/Background
The benefits of simulation-based education in preparing health professionals for practice are widely acknowledged. Partnering with people with lived experiences of health care in the design and delivery of simulation ensures accuracy and authenticity. However, educators typically rely on their own clinical expertise
when designing and delivering simulations.
To determine how to best include the unique experiential knowledges of lived experiences and thus better prepare learners for best practice, we mapped
available literature on how lived experiences are incorporated into health professions simulation-based education.
Methods
We conducted a scoping review. CINAHL Complete, Scopus, ERIC, Medline, PsycINFO, and ProQuest Dissertations and Theses Global Database were searched in April 2024. Studies were screened against the inclusion criteria, data were extracted from 45 studies using a purposively developed and piloted extraction tool, and presented according to four research questions.
Results
Lived experience involvement in simulation-based education was most common in medicine and nursing, with cultural and linguistic diversity being the lived experience most incorporated. While we were able to Identify examples of meaningful Involvement across the six phases of simulation design and delivery in the literature, Inclusion across all phases for Individual examples of simulation
-based education was minimal. Barriers and facilitators to involvement echoed the broader challenges of incorporating lived experiences in health profession
education; unique to simulation-based education was a heightened risk of compromising psychological safety.
Discussion
Simulation based education presents an opportunity to broaden the scope of lived experience involvement in health professions education, enabling involvement in all phases of curriculum design and delivery. Currently, involvement is typically occurring in 2-3 phases, and therefore according to existing frameworks for measuring lived experience partnerships, true partnership is not currently being achieved. We argue that true partnership means valuing lived experience contributions at all levels of involvement and the way partnership is measured
should be reconsidered
The benefits of simulation-based education in preparing health professionals for practice are widely acknowledged. Partnering with people with lived experiences of health care in the design and delivery of simulation ensures accuracy and authenticity. However, educators typically rely on their own clinical expertise
when designing and delivering simulations.
To determine how to best include the unique experiential knowledges of lived experiences and thus better prepare learners for best practice, we mapped
available literature on how lived experiences are incorporated into health professions simulation-based education.
Methods
We conducted a scoping review. CINAHL Complete, Scopus, ERIC, Medline, PsycINFO, and ProQuest Dissertations and Theses Global Database were searched in April 2024. Studies were screened against the inclusion criteria, data were extracted from 45 studies using a purposively developed and piloted extraction tool, and presented according to four research questions.
Results
Lived experience involvement in simulation-based education was most common in medicine and nursing, with cultural and linguistic diversity being the lived experience most incorporated. While we were able to Identify examples of meaningful Involvement across the six phases of simulation design and delivery in the literature, Inclusion across all phases for Individual examples of simulation
-based education was minimal. Barriers and facilitators to involvement echoed the broader challenges of incorporating lived experiences in health profession
education; unique to simulation-based education was a heightened risk of compromising psychological safety.
Discussion
Simulation based education presents an opportunity to broaden the scope of lived experience involvement in health professions education, enabling involvement in all phases of curriculum design and delivery. Currently, involvement is typically occurring in 2-3 phases, and therefore according to existing frameworks for measuring lived experience partnerships, true partnership is not currently being achieved. We argue that true partnership means valuing lived experience contributions at all levels of involvement and the way partnership is measured
should be reconsidered
| Original language | English |
|---|---|
| Pages | 405 |
| Number of pages | 1 |
| Publication status | Published - Jul 2025 |
| Event | Australian & New Zealand Association for Health Professional Educators Conference 2025 - Perth Convention and Exhibition Centre, Perth, Australia Duration: 30 Jun 2025 → 3 Jul 2025 https://eventstudio.eventsair.com/anzahpe-2025/ https://eventstudio.eventsair.com/anzahpe-2025/abstract-book (ANZAHPE 2025 Conference Abstract Book) |
Conference
| Conference | Australian & New Zealand Association for Health Professional Educators Conference 2025 |
|---|---|
| Abbreviated title | ANZAHPE 2025 |
| Country/Territory | Australia |
| City | Perth |
| Period | 30/06/25 → 3/07/25 |
| Internet address |
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