AUTHOR(S)
Enzo Mesarick, Jennie Hocking, Krystle Campbell, José Flores

ABSTRACT

Introduction: Simulation-based medical education (SBME) is an integral component of medical education in high-income countries (HICs) but is less prevalent in resource-limited regions. Non-governmental organizations (NGOs), which have traditionally provided supplemental aid to these regions via supplies and labor, can strengthen the healthcare infrastructure by supporting local medical school education. Here, we outline our experience supporting development of an undergraduate medical simulation center in Northern Guatemala. 

Methods: Partnering with Aid Via Action, an NGO, and our home medical school simulation program, we developed a simulation curriculum for the Universidad de Ciencias de la Salud Mariano Gálvez-Petén, a new medical school in Guatemala, and hand-delivered supplies. We catalogued the challenges and opportunities for improvement and planned for longitudinal assessment of the effectiveness of the SBME at this school compared to others at the same site.

Results: A curriculum was developed for 6 commonly simulated clinical techniques: nasogastric tube, foley catheter and Jackson-Pratt drain placement, cardiopulmonary resuscitation, surgical knot-tying, and pneumothorax treatment. The curriculum included skill indications, demonstrations with acquired resources, and important technical considerations. Immediate feedback from students and school leadership was positive. Obstacles arose regarding skill identification, communication, and the needs of the site.

Conclusion: Despite challenges, we were able to implement an SBME curriculum. Key factors in success included partnership with an NGO familiar with the site and collaboration with experienced faculty from our home institution. Immediate feedback was positive. Longitudinal assessment of curriculum utilization and effectiveness compared to other medical schools without an SBME is ongoing.

DOI
https://doi.org/10.59016/avaghj.36898