Increasing cultural and linguistic diversities of populations have created a challenge for medical educators to provide authentic learning experiences fostering cross-cultural understanding and interprofessional attitudes of students. Simulations with actors portraying patients (commonly referred to as simulated patients) are effective learning modalities to teach students to provide culturally competent care and influence the quality of patient-centered care. The aim of this systematic review was to identify and synthesize available evidence on the use of simulations with simulated patients as a learning intervention to teach cultural competence to the students of healthcare professions. The PubMed, Medline Complete, and CINAHL databases were searched for articles, which resulted in 27 papers being included in the review. Results revealed that engaging students in cross-cultural interactions with patients increases their level of cultural competence, confidence, and learning satisfaction, and therefore, simulations with simulated patients can serve as a powerful reinforcement of cross-cultural education.

There is an increasing awareness of the need to include culture sensitive actions and knowledge in the medical curriculum to ensure quality care for the growing number of culturally and linguistically diverse patients in Polish healthcare system. However, the research on the availability and effectiveness of cultural training for Polish medical students still seems insufficient. This study was designed to evaluate the impact of a simulation-based learning intervention with simulated patients on medical students’ cross-cultural sensitivity, awareness and self-efficacy of their cross-cultural knowledge and skills as well as to collect participants’ opinions about the simulation-based learning experience. The pre-intervention and post-intervention questionnaires consisting of the validated Polish version of a 24-item Intercultural Sensitivity Scale and the self-developed questionnaires evaluating students’ self-efficacy of their abilities were used. Additionally, the post-intervention questionnaire was also used to collect general impressions from the training course. The questionnaires were answered by 70 students participating in a 15-hour cultural content module, including workshops and simulation sessions with simulated patients. Students’ intercultural sensitivity and self-efficacy regarding their cultural knowledge and skills improved significantly post-intervention. Students experienced the simulated encounters as authentic and useful in advancing their cultural understanding and cross-cultural communication skills. Coupled with appreciative students’ feedback, our analysis indicated that classes with simulated patients can serve as a reliable and effective learning method for enhancing cross-cultural competence of future doctors.