ArticleAdvances in simulation (London, England)2025
Preparing Italian residents for global medical practice: the role of internationalization in education.
Article in Advances in simulation (London, England), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
0 citing papers in PubMed.
No citing paper in PubMed yet.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAs medical education becomes increasingly global, there is a need to prepare residents for culturally diverse clinical environments. Key questions remain about how best to define, measure, and demonstrate the achieved benefits of international education initiatives, particularly regarding intercultural competence and global adaptability for healthcare professionals. This study addresses this gap by assessing a hybrid educational model that combines international faculty mobility with simulation-based learning.
methodsWe implemented the Paediatric EmergenSIMs Pathway, where visiting U.S. faculty led high-fidelity pediatric emergency simulations and culture-focused lectures, followed by debriefings. A cross-sectional mixed-methods design was used, including post-course surveys, interviews, and a separate faculty survey. Quantitative data were analyzed descriptively; qualitative data underwent thematic analysis.
resultsThirty-five participants (70% response rate) completed the survey. Residents reported learnings of cultural awareness (M = 4.72, 95% CI [4.66–4.78]) and cultural competency (M = 4.65, 95% CI [4.54–4.75]), with slightly lower but still positive learnings in cultural sensitivity (M = 4.08, 95% CI [3.93–4.23]). Qualitative feedback confirmed that international faculty and simulations broadened cultural perspectives and fostered social skills; faculty noted mutual learning and challenges in sustaining partnerships.
conclusionsIntegrating international faculty and simulation-based education fostered intercultural competence, reflective practice, and professional growth. The hybrid format enabled safe, experiential learning and mutual exchange. These findings highlight the need for standardized frameworks to assess intercultural learning linked to faculty mobility and to inform future global medical curricula.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.