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

NCT04874987 · Status: UNKNOWN · Type: OBSERVATIONAL · Enrollment: 150

Last updated 2021-05-06

No results posted yet for this study

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.

Conditions

  • Simulation-based Methodology

Interventions

OTHER

Simulation based learning with Advocacy inquiry and ladder of influence

Simulation scenarios based on identified gender and equity gaps. We will explore experiences of male and female participants, and inter-professional simulation participants (e.g nurses and doctors, medical and nursing students) post intervention exposure on their role and experiences in simulated sessions and clinical care experiences

Sponsors & Collaborators

  • University of Calgary

    collaborator OTHER

  • The ELMA Foundation

    collaborator OTHER

  • Alberta Children's Hospital Research Institute

    collaborator OTHER

  • Mbarara University of Science and Technology

    lead OTHER

Eligibility

Min Age
18 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2019-06-01
Primary Completion
2021-12-30
Completion
2022-12-30

Countries

  • Uganda

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT04874987 on ClinicalTrials.gov