Abstract
BACKGROUND: The increasing globalization of medical education necessitates effective strategies for transnational curriculum adaptation and transfer, particularly in simulation-based education (SBE). This study explores the process of adapting SBE curricula across different cultural contexts, emphasizing the need for cultural competence and a socio-constructivist approach. By synthesizing the Campinha-Bacote Model of Cultural Competence and Kern's Six Step Approach to curriculum design, we propose a framework for transborder simulation curriculum adaptation. METHODS: This study adopts an exploratory qualitative approach, conducting a thematic analysis of data gathered by in-depth semi-structured interviews with faculty and simulation staff from various institutions actively participating in transborder curriculum partnerships. RESULTS: Nine themes crucial for successfully adapting health professions curricula containing SBE were identified. These themes were Cultural Humility, Communication and Interaction, Relationship Building, Faculty Development, Customization and Inclusivity, Psychological Safety, Educational Norms, Professional Expectations, and Implementation Strategies. DISCUSSION: Our findings highlight the importance of cultural humility, relationship building, and customized educational strategies in the transborder transfer of SBE curricula. The study underscores the significance of cultural considerations in SBE curriculum transfer. Furthermore, faculty development was understood as crucial, emphasizing the need for bi-directional training to navigate cultural differences and foster understanding between contexts. Customization and inclusivity were highlighted as essential for tailoring curricula to fit the cultural and practice environments of the host context. CONCLUSION: This study provides a comprehensive framework integrating socio-cultural considerations into the curriculum adaptation process. By leveraging existing models of cultural competency and curriculum design, educators can navigate the complexities of transborder curriculum partnerships more effectively, leading to enhanced educational outcomes and cultural competence among healthcare providers.