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

Sponsor
Mbarara University of Science and Technology (Other)
Overall Status
Recruiting
CT.gov ID
NCT04874987
Collaborator
University of Calgary (Other), The ELMA Foundation (Other), Alberta Children's Hospital Research Institute (Other)
150
1
43
3.5

Study Details

Study Description

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.

Condition or Disease Intervention/Treatment Phase
  • 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 Design

Study Type:
Observational
Anticipated Enrollment :
150 participants
Observational Model:
Cohort
Time Perspective:
Prospective
Official Title:
Impact of Simulation Based Learning on Gender, and Equity Dynamics Among Interhealth Professionals at Selected Institutions in Sub Saharan Africa
Actual Study Start Date :
Jun 1, 2019
Anticipated Primary Completion Date :
Dec 30, 2021
Anticipated Study Completion Date :
Dec 30, 2022

Outcome Measures

Primary Outcome Measures

  1. Gender and inter-professional conflicts in simulation [Change in conflicts 24 months after introduction of simulation based techniques]

    Frequency of gender and inter-professional conflicts reported in simulation session and or clinical care spaces during debriefing sessions

Eligibility Criteria

Criteria

Ages Eligible for Study:
18 Years and Older
Sexes Eligible for Study:
All
Accepts Healthy Volunteers:
Yes
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

Contacts and Locations

Locations

Site City State Country Postal Code
1 Mbarara University of Science and Technology Mbarara Uganda

Sponsors and Collaborators

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

Investigators

None specified.

Study Documents (Full-Text)

None provided.

More Information

Publications

None provided.
Responsible Party:
Mbarara University of Science and Technology
ClinicalTrials.gov Identifier:
NCT04874987
Other Study ID Numbers:
  • 2020/MUST-3/SIM-II
First Posted:
May 6, 2021
Last Update Posted:
May 6, 2021
Last Verified:
Apr 1, 2021
Individual Participant Data (IPD) Sharing Statement:
No
Plan to Share IPD:
No
Studies a U.S. FDA-regulated Drug Product:
No
Studies a U.S. FDA-regulated Device Product:
No
Keywords provided by Mbarara University of Science and Technology

Study Results

No Results Posted as of May 6, 2021