Global Disparities in Simulation-Based Learning Performance: Serial Cross-Sectional Mixed Methods Study
Abstract BackgroundSimulated programs provide health care professionals (HCPs) with a learning opportunity to develop clinical competencies and improve patient outcomes in a safe and controlled environment. While the benefits of simulation training are well established, there...
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| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
JMIR Publications
2025-08-01
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| Series: | JMIR Medical Education |
| Online Access: | https://mededu.jmir.org/2025/1/e52332 |
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| Summary: | Abstract
BackgroundSimulated programs provide health care professionals (HCPs) with a learning opportunity to develop clinical competencies and improve patient outcomes in a safe and controlled environment. While the benefits of simulation training are well established, there is a paucity of research assessing its differential impact, if any. SIMBA (Simulation via Instant Messaging for Bedside Application) provides simulation-based learning through WhatsApp
ObjectivesThis study aims to explore whether there are differences in the clinical performance of HCPs participating in SIMBA sessions based on gender, country of work, and training grade.
MethodsThis study assessed participants in 17 SIMBA sessions from May 2020 to June 2022. WhatsAppP
ResultsA total of 289 participants across 49 countries who completed pre-SIMBA and post-SIMBA surveys in the 17 simulation sessions were included in the analysis. Participants from high-income countries scored higher in all categories of the Global Rating Scale (GRS) except the physical examination and interpretation score. Junior-grade participants scored significantly higher in history taking (junior=4.2, middle=3.7, and senior=3.7; PP
ConclusionsThe significant differences in clinical performance scores between low- and middle-income countries and high-income countries highlight the need for better medical education resources to bridge existing gaps in health care globally. The decrease in some clinical competency scores following career progression could be addressed by simulation-based training to maintain the same quality of history taking and physical examination skills. These outcomes, including no gendered differences in simulation-based learning, hold profound implications for tailoring medical education strategies, fostering equitable training, and elevating patient care standards on a global scale. The need for targeted interventions and capacity-building efforts via context-specific training and tailored approaches to health care education is emphasized. |
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| ISSN: | 2369-3762 |