Barriers and Facilitators to Implementing Simulation-Based Translational Research: A Qualitative Study.

INTRODUCTION: Translational research has been identified as a research priority for the National Institutes of Health (NIH) and the Society for Simulation in Healthcare (SSH). Despite a larger focus on translational research in recent years, the overall amount of simulation-based translational research remains low. Greater understanding of how to approach translational simulation is required to inform novice simulation and translational researchers. This study sought to answer the following research questions: How do simulation experts describe the barriers and facilitators to implementing translational simulation programs? How do simulation experts describe their various approaches to implementing translational simulation programs? What recommendations do simulation experts describe for overcoming barriers to implementing translational simulation programs? METHODS: A qualitative instrumental case study was used to elicit multiple instances of translational simulation research to gather an in-depth description from study participants. Three data sources were used: documents, semistructured interviews, and a focus group. RESULTS: Data analyses revealed 5 major themes: clarifying goals and definitions, special considerations, social networking, research, and factors external to the simulation program. CONCLUSIONS: Key findings include a lack of a standardized definitions for translational simulation and simulation-based translational research, the challenge of demonstrating the value of translational simulation, and the need for translational simulation programs to be integrated into departmental quality, patient safety, and risk management work. The findings and advice from the experts in this research can assist new researchers or those encountering challenges in implementing translational simulations.

Barriers and opportunities for promoting health professions careers among African American students in the Midwest.

The purpose of our study is to examine the barriers and facilitators for urban African American students interested in pursuing health professions careers in the Midwest. In our analysis of the key informant interviews and focus groups, we identified four barriers (lack of preparation, lack of funding, lack of support/isolation, and perceived discrimination) and three facilitators (early preparation, support/mentorship, funding). We provide recommendations for how to leverage these facilitators and address the barriers to increase the representation of African Americans in the healthcare workforce. Novel future directions for this work should include comprehensive interventions tailored to URM students that span the health professions education pipeline and begin as early as elementary school. Interventions that engage mentors should take place at high school, undergraduate, and graduate health professions school levels.

Gaps in Perceptions of Breast Cancer Disparities among Patients, Community Members, and Providers: Educational Intervention Opportunities.

The objective of this study was to explore the reasons for breast cancer disparities among African-Americans in Nebraska., A qualitative study was conducted using interviews with 65 indi- viduals, including healthcare and public health professionals and African-American community members. African-American women, especially younger women, had a low level of awareness of breast cancer and stated that cancer screening was not a priority. Primary care providers had varying levels of knowledge about breast cancer screening guidelines and varying levels of consistency when implementing breast health education and screening. Additionally, oncologists were not aware of the extent and impact of the financial and psycho-social problems that African-American patients were experiencing. The study findings indicate the need for education and awareness building in both community members and provider groups.