EXPLORING CULTURAL HUMILITY IN SIMULATION DEBRIEFING FROM THE PERSPECTIVE OF DEBRIEFERS

Abstract

Cultural humility is a "process of self-reflection to understand personal and systemic biases and privileges that may contribute to health disparities". Simulation-based education lacks the focus on cultural humility, indicating the need for further research and educational changes. A qualitative phenomenological study was conducted to explore the lived experiences of debriefers at ITQAN Clinical Simulation and Innovation Center, Qatar. Twelve debriefers were interviewed. The analysis identified six themes: 1. Relevance of cultural humility (cultural sensitivity and considerations in debriefing, role of culture in influencing learners' group identities and consequences of lacking the cultural humility for learners, debriefers as well as the learning process); 2. Context for its necessity (innate traits and the acquired characteristics of learners); 3. Potential outcomes (for the learning process, learners and debriefers); 4. Anticipated challenge (personnel, organizational and educational design limitations); 5. Enablers ( personnel factors and instructional design of simulation programs); 6. Principles for an effective debriefing session in multicultural settings (during pre-briefing, and debriefing as well as assessment of debriefers). The study recommended training and development of debriefers to enhance their skills in providing culturally appropriate debriefing experiences. Exploring cultural humility shall assist simulation leaders and policy makers to set the best practices towards valuing cultural diversity among learners.