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Bridging the language gap for simulation resources
  1. Andrew Reeves1,
  2. Marc Auerbach2,
  3. Maybelle Kou3,
  4. Elizabeth Sanseau4,
  5. Magnus Hamann5,
  6. Damian Roland6,7
  1. 1Emergency Department, Leicester Royal Infirmary, University Hospitals of Leicester NHS Trust, Leicester, UK
  2. 2Pediatrics and Emergency Medicine, Yale University, New Haven, Connecticut, USA
  3. 3Emergency Department, Inova Fairfax Medical Campus, Falls Church, Virginia, USA
  4. 4Department of General Pediatrics, Division of Emergency Medicine, The Children's Hospital of Philadelphia, Philadelphia, Pennsylvania, USA
  5. 5School of Social Sciences, Loughborough University, Loughborough, UK
  6. 6Paediatric Emergency Medicine Leicester Academic Group (PEMLA), University of Leicester, Leicester, UK
  7. 7SAPPHIRE Group (Health Sciences), University of Leicester, Leicester, UK
  1. Correspondence to Dr Andrew Reeves, Emergency Department, Leicester Royal Infirmary, University Hospitals of Leicester NHS Trust, Leicester, Leicester, UK; andyreeves{at}icloud.com

Abstract

With increasing use of open access platforms, simulation-based resources are being shared across geographical borders. There are benefits to designing resources with language and content which is understandable and applicable to learners in different countries. This report aims to assess the differences between scenarios from different groups and explore whether common terms can be used to make internationally relevant simulation resources in future. In collaboration between two groups producing Free Open Access Medical Education simulation resources in the UK and USA, we present observations of terms used in our simulation resources. The content within a series of simulation scenarios from both groups was reviewed, with notable differences in language collected. There are areas of overlap between the terms used in the UK and USA. Semantic, cultural and system differences were found which could prevent scenarios from being transferred between countries. The differences we describe highlight that language choice is important if simulation producers are intent on developing scenarios with international impact. There is work to be done to ensure that resources can be used internationally—embracing linguistics has the potential to aid this process, with the use of simplified language and feedback from local communities being key steps.

  • simulation
  • simulation-based medical education
  • emergency medicine
  • emergency paediatrics
  • education
  • medical
  • postgraduate

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Footnotes

  • Twitter @amreeeves, @drauerbach, @DrM_Kou, @esans13, @MagnusHamann, @damian_roland

  • Contributors AR and ES were responsible for analysing the simulation materials and compiling relevant observations. AR wrote the initial draft of the article, which was revised with assistance from ES, MA, MK and DR. MH provided input from a linguist's perspective and assisted with later revisions.

  • Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial or not-for-profit sectors.

  • Competing interests None declared.

  • Patient consent for publication Not required.

  • Provenance and peer review Not commissioned; externally peer reviewed.

  • Data availability statement Data produced from the comparison outlined is available if requested.

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