Introduction

The Simulation Education Diversity Assessment Tool

The Simulation Education Diversity Assessment Tool is a web-based, free resource generated from the Sim-Versity project. The aim of the Sim-Versity project is to develop and implement web-based tools to optimize patient safety through culturally diverse simulation education with health professional students. The driver for this project is ‘inclusive practice’ through cultural diversity knowledge and skills and this applies not only to patients and their carers, but also to diverse health professional students and faculty staff.

The tool has been produced by the Sim-Versity project team; a collaboration of health professional educators with a common interest in cultural diversity and simulation education, from four participating countries; co-ordinated by the University of Bradford, United Kingdom. Our partners are Savonia University of Applied Sciences Ltd; Finland, University of Maribor; Slovenia and University College Cork; Ireland and associated simulation centres from each home country. The Simulation Education Diversity Assessment Tool has been co-produced with the help of students and ‘experts by experience’ and other stakeholders from health and social care backgrounds. Other contributors include experts in patient safety; equality and diversity; simulation education and digital technology.

Simulation Education Diversity Assessment Tool structure and content

The Simulation Education Diversity Assessment Tool is organised in eight categories that represent a typical sequence for developing, delivering and evaluating simulation education. Each category has related items requiring a score based on available evidence to support the item. The total combined score at the end of the assessment reflects the stage of integrating diversity content in that simulation centre, at the time of the assessment. The aspiration is for each simulation centre to repeat the assessment of their diversity content in their simulation education at an agreed time (for example when materials are updated). The assessment may be done in partnership with health service users, providers and students to garner several perspectives.

The Simulation Education Diversity Assessment Tool quality indicators and outcomes have been derived from a range of materials including the Protected Characteristics Framework (Equality and Human Rights Commission) https://www.equalityhumanrights.com/en/equality-act, professional standards relating to diversity and health professional education, views and opinions of health service users and providers, cultural diversity literature and the Association for Simulated Practice in Healthcare Standards Framework (2016) https://aspih.org.uk/standards-framework-for-sbe/

Guidance on how to complete the Simulation Education Diversity Assessment Tool

The Simulation Education Diversity Assessment Tool is intended to be used flexibly in order to stimulate reflection and developmental changes, to enable a ‘light-touch’ simulation education-diversity baseline, as the basis for more in-depth discussion, or to engage a wider group of stakeholders. The reflective, developmental action plan is intended to be an optional item after the assessment has been completed to record, plan and monitor progress. Before you start the assessment, you need to identify a simulation-based module, course or curriculum to use with the assessment tool. Make sure you are familiar with the structure and content of the selected module, course or curriculum and make sure you have access to it during the assessment.

Assessment Tool Guidance

  1. Please choose the format of document you would find easiest to complete. You have three choices:
    1. A simple Word document.
    2. An Adobe PDF you can interact with
    3. A form you can complete online.
  1. Read the key terms and advice on scoring before you start.
  2. Save answers as you go along and you do not need to complete the assessment in one go.
  3. It should take less than an hour to complete.
  4. The assessment should be completed by a person who is involved in preparing and/or delivering simulation education.
  5.  The Simulation Education Diversity Assessment Tool can be completed by a team or an individual.
  6. Try to be as honest as possible.
  7. Try to score the evidence using the basic scoring system on the form.
  8. At the end of the assessment you will be able to add up your score .
  9. Save the assessment as it will act as a good future reference point.
  10. We are creating a bank of supporting advice and guidance in our Simulation Education Diversity Digital Tool Kit. Please click on the link to access these tools. They are there to support you if you feel you need additional information in the light of completing the self-assessment.
  11. We hope you find this tool useful and we always welcome feedback. Please answer the evaluation questions at the end or click on this link to email us your comments.

Key terms table

TermDefinitionReference source
DiversityUnderstanding that each individual is unique, and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexualorientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies.https://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html
ASPIH standardsThe Association of Standardized Patient Educators (ASPE) is the global organization focused on human simulationAssociation of Standardized Patient Educators. About ASPE. Available from: http://www.aspeducators.org/about-aspe.
Reasonable adjustmentsA reasonable adjustment is a change or adaptation to the physical or working environment that has the effect of removing or minimising the impact of the individual’s impairment in the workplace so that they are able to undertake their job duties.UK Public General Acts. Equality Act 2010. https://www.legislation.gov.uk/ukpga/2010/15/contents
Protected characteristicProtected characteristics include ethnicity, religion, disability, age, gender, sexual orientation and socio‐economic statusUK Public General Acts. Equality Act 2010. https://www.legislation.gov.uk/ukpga/2010/15/contents
Simulation educationSimulation is a person, device, or set of conditions which attempts to present education and evaluation problems authentically. The student or trainee is required to respond to the problems as he or she would under natural circumstancesMcGaghie WC, Issenberg SB, Petrusa ER, Scalese RJ.(2010) A critical review of simulation-based medical education research: 2003-2009. Med Educ. 44:50–63.
Standardised patientsThe terms standardized patient and simulated patient (SP) are often used interchangeably and refer to a person trained to portray a patient in realistic and repeatable ways.Lewis, K. L., Bohnert, C. A., Gammon, W. L., Hölzer, H., Lyman, L., Smith, C., … & Gliva-McConvey, G. (2017). The association of standardized patient educators (ASPE) standards of best practice (SOBP). Advances in Simulation, 2(1), 10.
Task trainerTask trainers are models of varied fidelities designed to simulate performance of specific procedural skills and are often utilized in medical simulationLichtenberger, J. P., Tatum, P. S., Gada, S., Wyn, M., Ho, V. B., & Liacouras, P. (2018). Using 3D Printing (Additive Manufacturing) to Produce Low-Cost Simulation Models for Medical Training. Military medicine, 183(suppl_1), 73-77.

Scoring

Place:

“4” if you absolutely agree with statement / absolutely reflect your current situation

“3” if you partly agree with statement / partly reflect your current situation

“2” if you barely agree with statement / barely reflect your current situation

“1” if you don’t agree with statement / doesn’t reflect your current situation / there is no evidence

“0” if the statement is not applicable

In scoring the diversity content in your simulation education module, programme, course or curriculum, you are more likely to achieve useful and practical results if you:

  • Are realistic and honest about the current situation.
  • Are proactive in compiling evidence.
  • Acknowledge examples of good practice.
  • Use the tool to reflect on what evidence is missing and identify the gaps.
  • Formulate a reflective, developmental action plan to work from.
  • Save the score and results and use as a baseline for the future.

Use our tool

Download
as a Word Document

Download
as a PDF

Next steps

The Simulation Education Diversity Assessment Tool has been produced to be used alongside the Simulation Education Diversity Tool Kit. This is a resource designed to facilitate reflection on, and development of cultural diversity awareness and knowledge which may be integrated into simulation education. The Sim-Versity project team will be continuing to improve and update the Simulation Education Diversity Assessment Tool, the Simulation Education Diversity Digital Toolkit and the Sim-Versity Web-hub that houses these resources. For additional information on this project or related tools please contact the project manager Dr Gabrielle Tracy McClelland based at the University of Bradford, England by email at: g.t.mcclelland@bradford.ac.uk.

 

Funding acknowledgement: European funding from the Erasmus+ 2017 Key Action 203 Strategic Partnerships for Higher Education Fund was awarded to fund this project between 01/09/2017 to 30/08/2020.

Pilot questions for Simulation Education Diversity Assessment Tool

(Quality ratings will be performed on four dimensions; Information, aesthetics, engagement, functionality)

Information

  • Are instructions for completing the assessment clearly written, if not how should they be changed?
  • Are questions easy to understand, if not which question (s) is/are difficult to understand?

Engagement

  • Do you understand how to indicate responses (e.g., tick a box etc.)?
  • Can you correctly follow and use the web-based commands?
  • Is your privacy respected and protected adequately?

Functionality

  • Do you have any suggestions regarding the addition or deletion of questions; if so please say which ones you wish to add and please say what should be deleted?

Aesthetics 

  • Are questions in a logical order, if not please suggest a preferred order?
  • Do you have any suggestions regarding improvements in the format of the assessment tool?
  • Do you have any other suggestions regarding how we may improve the assessment tool generally?

For more information and advice about our Digital Toolkit please click on this button