Creating Equity in Allied Health Education Through Simulation-Based Training

Rethinking Access in a Remote, Diverse World

Most programs require students to be physically present in a lab or hospital and under direct supervision. However, for many students, this expectation is unrealistic. Rural students, working parents, and those without reliable transportation often face logistical hurdles just to attend lab hours or clinical placements.
Simulation technology—especially cloud-based platforms like SIMTICS—breaks down those barriers. Students practice procedures and engage in realistic clinical scenarios from any location, on their own schedule, with just a laptop and internet connection.

A 2020 study published in the Journal of Allied Health ¹ confirmed that virtual simulation improves accessibility, especially for students in geographically isolated regions. Institutions using virtual tools reported increased enrollment diversity and retention, particularly among non-traditional and part-time students. 

Supporting All Learning Styles and Abilities

Equity in learning isn’t only about access. It is also about adaptability.

No two students learn the same way. While some excel in hands-on labs, others absorb more through reading, watching, rewriting, or reflecting. Simulation platforms blend visual demonstrations, interactive assessments, guided text explanations, and audio narration to engage students in their preferred learning modality. This tailored approach helps close achievement gaps, especially for students who may struggle in conventional lecture-based environments.

Furthermore, students with learning disabilities or cognitive differences will benefit from the self-paced, repeatable nature of simulations. They can revisit procedures as many times as they feel necessary, rewatch modules, and practice without fear of judgment or falling behind.

Leveling the Field for First-Gen and Underrepresented Students

First-generation college students and those from underrepresented racial or socioeconomic backgrounds often enter healthcare education with less familiarity with clinical settings, professional norms, or medical language. These students may hesitate to ask questions or risk making mistakes in front of their peers or faculty.

In simulation, they can build confidence privately, developing core competencies at their own pace with tools that provide real-time feedback and guided corrections. Learners are supported, not penalized, when they make mistakes.

A 2021 study published in the Journal of Nursing Regulation found that students from historically marginalized groups reported higher confidence and satisfaction when using simulation, as compared to traditional lab instruction. The study noted that access to virtual simulation reduced attrition rates by 12% in these student populations.³

Simulations are Bridging Equity Gaps Across the Board

Equity in healthcare training goes beyond learning styles. As the healthcare workforce becomes more diverse, so must the training models we use to prepare them.

Simulation-based training equips educators to present students with realistic, culturally responsive scenarios that enable them to practice navigating sensitive situations. To foster consistency across the entire organization, simulations can also be customized for faculty training. 

Simulation is not a silver bullet. But when thoughtfully deployed, it becomes a scalable equity engine, closing gaps that have long held back talented students simply because of where they live, how they learn, or what resources they can afford. Simulation-based training equips educators to meet students where they are, amplify their potential, and prepare them to deliver care that reflects the very communities from which they come.

Because when education is equitable, everyone wins—students, institutions, and most importantly, the patients they’ll serve.

👉 Ready to explore how simulation can create more inclusive learning in your program?

Book a demo of SIMTICS and see how simulation training can help your program bridge the equity gap.

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^{1 Expanding Access to Allied Health Education Through Virtual Simulation
Volume 49, No. 2
https://www.ingentaconnect.com/content/asahp/jah/2020/00000049/00000002/art00007}

^{2 Effectiveness of Simulation-Based Learning Across Learning Styles: A Meta-Analysis
Volume 79
https://doi.org/10.1016/j.nedt.2019.05.002}

^{3 Impact of Virtual Simulation on Diverse and Underserved Student Populations in Nursing Education
Volume 11, Issue 4
https://doi.org/10.1016/S2155-8256(21)00117-6}

^{4 https://health.ucdavis.edu/nursingmagazine/issues/fall2023/education/is-simulation-training-in-nursing-education-equitable.html}