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Using Experiential Simulation-Based Learning to Increase Engagement in Global Health Education: an Evaluation of Self-reported Participant Experience

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Abstract

Background

Simulations aim to supplement historic teacher-centric methods by facilitating experiential, self-guided learning and the application of students’ knowledge in a controlled environment. The objective of our study is to describe the methodology of developing and facilitating simulations, and to assess their effectiveness as an educational tool for global health training.

Methods

We describe the methodology used by Global Health Sim between October 2016 and March 2019 to design and facilitate simulations for participants at the high school through graduate school levels, and at conferences and online. Using a mixed-methods evaluation design, we assessed self-reported quantitative measures of content knowledge before and after participating in the simulation and different aspects of the simulation experience. We also conducted a qualitative thematic analysis of the experience and lessons learned as reported by evaluation respondents.

Results

We conducted a total of 20 simulations on six unique topics for 213 evaluation respondents. Self-reported knowledge of the topic increased an average of 3.3 points on a 10-point scale (4.1–7.4) and the seven aspects of the experience were rated highly (3–5 points on a 5-point Likert scale). Thematic analysis revealed an increased understanding of the complexity of global health problems and strategies for effectively responding to issues in a multidisciplinary manner.

Conclusions

Respondents valued the opportunity to learn about the complexities of responding to global health events, which confirmed that simulations can be utilized as teaching tools for students and professionals. Further research is required to assess the long-term educational impact of simulations in global health.

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Author notes

  1. Alyssa Ferguson, Jennifer Hulme and Sara Stone contributed equally to this work.

Authors and Affiliations

  1. Global Health Sim, Hamilton, Ontario, Canada

    Miranda G. Loutet, Julie Zhang, Olivia Varsaneux, Alyssa Ferguson, Jennifer Hulme, Sara Stone, David Oldenburger & Thomas Piggott

  2. Dalla Lana School of Public Health, University of Toronto, Toronto, Canada

    Miranda G. Loutet

  3. Department of Family and Community Medicine, University of Toronto, Toronto, Canada

    Jennifer Hulme

  4. Emergency Department, University Health Network, Toronto, Canada

    Jennifer Hulme

  5. Department of Health Research Methods, Evidence, and Impact, McMaster University, Hamilton, Canada

    Thomas Piggott

Authors
  1. Miranda G. Loutet
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  2. Julie Zhang
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  3. Olivia Varsaneux
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  4. Alyssa Ferguson
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  5. Jennifer Hulme
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  6. Sara Stone
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  7. David Oldenburger
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  8. Thomas Piggott
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Corresponding author

Correspondence to Thomas Piggott.

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Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical Approval

We collected anonymous, optional, written evaluations as part of a quality improvement exercise for educational content development. As such, research ethics board approval was not required.

Informed Consent

Participants included in the paper voluntarily completed the evaluations after participating in simulations.

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Loutet, M.G., Zhang, J., Varsaneux, O. et al. Using Experiential Simulation-Based Learning to Increase Engagement in Global Health Education: an Evaluation of Self-reported Participant Experience. Med.Sci.Educ. 30, 1245–1253 (2020). https://doi.org/10.1007/s40670-020-00999-w

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  • DOI: https://doi.org/10.1007/s40670-020-00999-w

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