The authors’ intentions are evident from their “background” and “aim” statements: “Global education in psychiatry is heavily influenced by knowledge from Western, high-income countries, which obscures local voices and expertise” and “To adapt a human simulation model to psychiatric education in a context that is specific to local languages and cultures,” respectively. To accomplish this, they designed an observational study to take place two countries, Turkey and Israel. A facilitator would train faculty on the simulation approach then the faculty would become the facilitators in that location, developing cases in their native language that “reflected local realities and clinical challenges.” They describe the goal as “to use local knowledge, local realities and language, and the texture of their unique expertise, to improve on their reflective clinical practice, and to help train their next generation of mental health practitioners.” Intriguingly, they found that “the scripted scenarios evinced notable similarities” across the two countries; nevertheless, “the local specificities of certain cases made them uniquely culture- or setting-bound.”

 

Read the full article in the World Journal of Psychiatry here. 

 

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