Allocate simulation groups so CALD students receive peer support while interacting with domestic students¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The review recommends that "simulation facilitators should consider how students are allocated to ensure that students from CALD backgrounds receive support from fellow CALD peers while also creating adequate opportunities for interaction with domestic students". This balances solidarity with inclusive interaction.

Design Implications¶

Context¶

Requirements¶

• facilitator control over group composition in SBL activities

Constraints¶

• some CALD students experienced difficulties connecting with local students and fault-finding attitudes from domestic peers

Target Learners¶

• health professions students from CALD backgrounds
• domestic health professions students

Target Learning Goals¶

• inclusive participation in SBL
• positive inter-peer interactions

Claims¶

• Linguistic and cultural barriers are the most frequently mentioned challenges CALD students face in SBL [+W]
• CALD students showed significantly greater confidence and skill gains from SBL than domestic students in comparative studies [+W]

Related Strategies¶

• Research should explore simulation's effects across diverse populations including developing countries

Examples¶

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Key Sources¶

• Zhang Luocheng, Patterson Freyr, Penman Adriana, Forbes Roma. (2025). Understanding simulation-based learning for health professions students from culturally and linguistically diverse backgrounds: a scoping review. Advances in Health Sciences Education. https://doi.org/10.1007/s10459-024-10384-6