ArticleAdvances in simulation (London, England)2024
Inclusivity in health professional education: how can virtual simulation foster attitudes of inclusion?
Article in Advances in simulation (London, England), 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Immersive clinical learning using simulation and its impact on academic performance, satisfaction, self-confidence, and anxiety among pediatric nursing students.Frontiers in medicine · 2026Article
- Virtual reality simulation for facilitating critical reflection and transformative learning: pedagogical, practical, and ethical considerations.Advances in simulation (London, England) · 2024Article
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Authors and funding
3 authors.
Funding
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Abstract
Disparities in accessing quality healthcare persist among diverse populations. Health professional education should therefore promote more diversity in the health workforce, by fostering attitudes of inclusion. This paper outlines the potential of virtual simulation (VS), as one method in a system of health professional education, to promote inclusion and diversity. We conceptualise how VS can allow learners to experience an alternative to what HPE currently is by drawing on two social justice theorists, Paulo Freire, and Nancy Fraser and their ideas about 'voice' and 'representation'. We present two principles for VS design and implementation: (1) giving voice to learners has the power to transform; and (2) representation in VS builds inclusion. We provide practical means of building voice and representation into VS learning activities, followed by an example. Purposeful and thoughtful integration of these principles paves the way for a more diverse and inclusive healthcare workforce.
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Registered trials
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