Jennifer Calzada, MA, MPH, FSSH, CHSE, has been the Director of Simulation Education for the Tulane Center for Advanced Medical Simulation & Team Training since its inception in 2008. She has been a TeamSTEPPS Master Trainer since 2010, certified in Design Thinking for Human Centered Healthcare in 2020, a Certified Healthcare Simulation Educator (CHSE) in 2022, and inducted into the Society for Simulation in Healthcare’s Academy of Fellows in 2024. She has a BA in Communications (Loyola University), an MA in Media Studies (The New School), and an MPH in Global Environmental Health (Tulane School of Public Health).She has extensive experience and expertise in team training, program management and evaluation, simulation education and assessment, and simulation curriculum development. She serves on multiple international industry workgroups, committees, or boards, and has published several chapters in simulation textbooks, including in industry-leading titles, Defining Excellence in Simulation Programs (1st and 2nd editions), Comprehensive Healthcare Simulation: Program and Center Development, and Comprehensive Healthcare Simulation: Surgery and Surgical Subspecialties.Amy Nakajima, MD, FRCSC, MSc, lives and works in Ottawa, Canada, the traditional unceded territory of the Algonquin Anishnaabeg People. She is the Director, SIM Advancement & Innovation, Simulation Canada, and plays a major role in designing and delivering the organization’s simulation-based faculty development courses. She completed her medical school training at the University of Alberta, her residency training in Obstetrics and Gynecology at the University of Saskatchewan, and her MSc in Human Factors and Systems Safety at Lund University, Sweden. She is a co-editor of Recent Advances in Technologies for Inclusive Well-Being: Virtual patients, gamification and simulation, published by Springer in 2017. She is also an associate professor, Department of Obstetrics and Gynecology, University of Ottawa, and continues to be an active clinician-teacher, providing community-based care at the Wabano Centre for Aboriginal Health and at Saint-Vincent Hospital (Bruyère Health), and participates in undergraduate, postgraduate medical education and faculty development at the University of Ottawa, Faculty of Medicine. She holds a leadership position at the University of Ottawa medical school as a Pre-Clerkship Director, and serves on several national-level committees. Jamie M. Robertson, PhD, MPH, CHSE, CHSE-A, FSSH, is a Senior Research Scientist at the Neil and Elise Wallace STRATUS Center for Medical Simulation at Brigham and Women’s Hospital and an Assistant Professor of Emergency Medicine at Harvard Medical School. She is the course director for the operating room (OR) team training program, which has been running for over a decade. She is a Certified Healthcare Simulation Educator-Advanced (CHSE-A) and a fellow of the Society for Simulation in Healthcare (SSH). She holds a PhD in Epidemiology and an MPH in Behavioral and Community Health Sciences, both from the University of Pittsburgh. Her research focuses on non-technical skills and interprofessional team training programs, particularly for procedure-based specialties. She has extensive experience in designing simulation scenarios, conducting debriefings, and developing curricula. In addition to her roles in simulation, she oversees many professional development programs at Harvard, providing global education. Co-Editors:(Editor) Jennifer Calzada, MA, MPH, FSSH, CHSE, Director of Simulation Education, Tulane University School of Medicine, 1430 Tulane Ave, #8040, New Orleans, LA 70112, U.S.A.(Editor) Amy Nakajima, MD, FRCSC, MSc, Associate Professor, Department of Obstetrics and Gynecology, University of Ottawa, 501 Smyth Road, Ottawa, Ontario, Canada K1H 8L6(Editor) Jamie M. Robertson, PhD, MPH, CHSE-A, FSSH Assistant Professor of Emergency Medicine, Harvard University, Senior Research Scientist, Brigham and Women's Hospital, 75 Francis St, Suite CA-127, Boston, MA 02115

• Part  1 The History of EDI in Healthcare Education.-  Why do we need this simulation textbook?.- A brief history of access to healthcare education.- Words matter.- Part 2 Integrating EDI in Healthcare Education and Simulation.- Embedding EDI into a national virtual simulation program for nursing, medical laboratory technology, paramedicine, and sonography students.- Creating and fostering an inclusive and culturally safe work environment.- Administrative considerations when incorporating EDI into a healthcare simulation program.- Recruiting standardized simulated patients for a diverse and inclusive population.- SP educator recommendations on designing and implementing diversity, equity, and inclusion training with SPs for SP Programs.- EDI in SP case development.- Fostering inclusive care: Caveats and special considerations in development and execution of LGBTQ+ simulation.- Implicit bias scenario design.- Moving from awareness to action: Simulation-based education to address structural racism and implicit bias.- Simulation-based assessment of equity, diversity, and inclusion competencies.- Prebriefing and debriefing in an inclusive manner.- Teaching behavioral skills to promote equity, diversity, inclusion, and anti-oppression through simulation.- Fostering LGBTQIA+ inclusive simulation.- Part 3 Real World Examples in Healthcare Simulation Practice.- Creating diversity for existing patient simulators.- Inclusion of EDI principles during interprofessional healthcare simulation-based sessions.- Transgender healthcare in IPE simulation: Considerations for promoting inclusion and health equity.- Medical interpreter and language barrier simulations for resident physicians.- Demystifying and deconstructing simulation-based scenarios based on religion or spirituality.- VR-based simulation for EDI in medical education. Empathy: The next phase on the journey to health equity.- Team faculty development for equity, diversity, inclusion, and belonging: An expansive approach.- Using a checklist to assess a simulation for content bias.

Jennifer Calzada, MA, MPH, FSSH, CHSE, has been the Director of Simulation Education for the Tulane Center for Advanced Medical Simulation & Team Training since its inception in 2008. She has been a TeamSTEPPS Master Trainer since 2010, certified in Design Thinking for Human Centered Healthcare in 2020, a Certified Healthcare Simulation Educator (CHSE) in 2022, and inducted into the Society for Simulation in Healthcare’s Academy of Fellows in 2024. She has a BA in Communications (Loyola University), an MA in Media Studies (The New School), and an MPH in Global Environmental Health (Tulane School of Public Health).She has extensive experience and expertise in team training, program management and evaluation, simulation education and assessment, and simulation curriculum development. She serves on multiple international industry workgroups, committees, or boards, and has published several chapters in simulation textbooks, including in industry-leading titles, Defining Excellence in Simulation Programs (1st and 2nd editions), Comprehensive Healthcare Simulation: Program and Center Development, and Comprehensive Healthcare Simulation: Surgery and Surgical Subspecialties.Amy Nakajima, MD, FRCSC, MSc, lives and works in Ottawa, Canada, the traditional unceded territory of the Algonquin Anishnaabeg People. She is the Director, SIM Advancement & Innovation, Simulation Canada, and plays a major role in designing and delivering the organization’s simulation-based faculty development courses. She completed her medical school training at the University of Alberta, her residency training in Obstetrics and Gynecology at the University of Saskatchewan, and her MSc in Human Factors and Systems Safety at Lund University, Sweden. She is a co-editor of Recent Advances in Technologies for Inclusive Well-Being: Virtual patients, gamification and simulation, published by Springer in 2017. She is also an associate professor, Department of Obstetrics and Gynecology, University of Ottawa, and continues to be an active clinician-teacher, providing community-based care at the Wabano Centre for Aboriginal Health and at Saint-Vincent Hospital (Bruyère Health), and participates in undergraduate, postgraduate medical education and faculty development at the University of Ottawa, Faculty of Medicine. She holds a leadership position at the University of Ottawa medical school as a Pre-Clerkship Director, and serves on several national-level committees. Jamie M. Robertson, PhD, MPH, CHSE, CHSE-A, FSSH, is a Senior Research Scientist at the Neil and Elise Wallace STRATUS Center for Medical Simulation at Brigham and Women’s Hospital and an Assistant Professor of Emergency Medicine at Harvard Medical School. She is the course director for the operating room (OR) team training program, which has been running for over a decade. She is a Certified Healthcare Simulation Educator-Advanced (CHSE-A) and a fellow of the Society for Simulation in Healthcare (SSH). She holds a PhD in Epidemiology and an MPH in Behavioral and Community Health Sciences, both from the University of Pittsburgh. Her research focuses on non-technical skills and interprofessional team training programs, particularly for procedure-based specialties. She has extensive experience in designing simulation scenarios, conducting debriefings, and developing curricula. In addition to her roles in simulation, she oversees many professional development programs at Harvard, providing global education. Co-Editors:(Editor) Jennifer Calzada, MA, MPH, FSSH, CHSE, Director of Simulation Education, Tulane University School of Medicine, 1430 Tulane Ave, #8040, New Orleans, LA 70112, U.S.A.(Editor) Amy Nakajima, MD, FRCSC, MSc, Associate Professor, Department of Obstetrics and Gynecology, University of Ottawa, 501 Smyth Road, Ottawa, Ontario, Canada K1H 8L6(Editor) Jamie M. Robertson, PhD, MPH, CHSE-A, FSSH Assistant Professor of Emergency Medicine, Harvard University, Senior Research Scientist, Brigham and Women's Hospital, 75 Francis St, Suite CA-127, Boston, MA 02115

• Part  1 The History of EDI in Healthcare Education.-  Why do we need this simulation textbook?.- A brief history of access to healthcare education.- Words matter.- Part 2 Integrating EDI in Healthcare Education and Simulation.- Embedding EDI into a national virtual simulation program for nursing, medical laboratory technology, paramedicine, and sonography students.- Creating and fostering an inclusive and culturally safe work environment.- Administrative considerations when incorporating EDI into a healthcare simulation program.- Recruiting standardized simulated patients for a diverse and inclusive population.- SP educator recommendations on designing and implementing diversity, equity, and inclusion training with SPs for SP Programs.- EDI in SP case development.- Fostering inclusive care: Caveats and special considerations in development and execution of LGBTQ+ simulation.- Implicit bias scenario design.- Moving from awareness to action: Simulation-based education to address structural racism and implicit bias.- Simulation-based assessment of equity, diversity, and inclusion competencies.- Prebriefing and debriefing in an inclusive manner.- Teaching behavioral skills to promote equity, diversity, inclusion, and anti-oppression through simulation.- Fostering LGBTQIA+ inclusive simulation.- Part 3 Real World Examples in Healthcare Simulation Practice.- Creating diversity for existing patient simulators.- Inclusion of EDI principles during interprofessional healthcare simulation-based sessions.- Transgender healthcare in IPE simulation: Considerations for promoting inclusion and health equity.- Medical interpreter and language barrier simulations for resident physicians.- Demystifying and deconstructing simulation-based scenarios based on religion or spirituality.- VR-based simulation for EDI in medical education. Empathy: The next phase on the journey to health equity.- Team faculty development for equity, diversity, inclusion, and belonging: An expansive approach.- Using a checklist to assess a simulation for content bias.

Jennifer Calzada, MA, MPH, FSSH, CHSE, has been the Director of Simulation Education for the Tulane Center for Advanced Medical Simulation & Team Training since its inception in 2008. She has been a TeamSTEPPS Master Trainer since 2010, certified in Design Thinking for Human Centered Healthcare in 2020, a Certified Healthcare Simulation Educator (CHSE) in 2022, and inducted into the Society for Simulation in Healthcare’s Academy of Fellows in 2024. She has a BA in Communications (Loyola University), an MA in Media Studies (The New School), and an MPH in Global Environmental Health (Tulane School of Public Health).She has extensive experience and expertise in team training, program management and evaluation, simulation education and assessment, and simulation curriculum development. She serves on multiple international industry workgroups, committees, or boards, and has published several chapters in simulation textbooks, including in industry-leading titles, Defining Excellence in Simulation Programs (1st and 2nd editions), Comprehensive Healthcare Simulation: Program and Center Development, and Comprehensive Healthcare Simulation: Surgery and Surgical Subspecialties.Amy Nakajima, MD, FRCSC, MSc, lives and works in Ottawa, Canada, the traditional unceded territory of the Algonquin Anishnaabeg People. She is the Director, SIM Advancement & Innovation, Simulation Canada, and plays a major role in designing and delivering the organization’s simulation-based faculty development courses. She completed her medical school training at the University of Alberta, her residency training in Obstetrics and Gynecology at the University of Saskatchewan, and her MSc in Human Factors and Systems Safety at Lund University, Sweden. She is a co-editor of Recent Advances in Technologies for Inclusive Well-Being: Virtual patients, gamification and simulation, published by Springer in 2017. She is also an associate professor, Department of Obstetrics and Gynecology, University of Ottawa, and continues to be an active clinician-teacher, providing community-based care at the Wabano Centre for Aboriginal Health and at Saint-Vincent Hospital (Bruyère Health), and participates in undergraduate, postgraduate medical education and faculty development at the University of Ottawa, Faculty of Medicine. She holds a leadership position at the University of Ottawa medical school as a Pre-Clerkship Director, and serves on several national-level committees. Jamie M. Robertson, PhD, MPH, CHSE, CHSE-A, FSSH, is a Senior Research Scientist at the Neil and Elise Wallace STRATUS Center for Medical Simulation at Brigham and Women’s Hospital and an Assistant Professor of Emergency Medicine at Harvard Medical School. She is the course director for the operating room (OR) team training program, which has been running for over a decade. She is a Certified Healthcare Simulation Educator-Advanced (CHSE-A) and a fellow of the Society for Simulation in Healthcare (SSH). She holds a PhD in Epidemiology and an MPH in Behavioral and Community Health Sciences, both from the University of Pittsburgh. Her research focuses on non-technical skills and interprofessional team training programs, particularly for procedure-based specialties. She has extensive experience in designing simulation scenarios, conducting debriefings, and developing curricula. In addition to her roles in simulation, she oversees many professional development programs at Harvard, providing global education. Co-Editors:(Editor) Jennifer Calzada, MA, MPH, FSSH, CHSE, Director of Simulation Education, Tulane University School of Medicine, 1430 Tulane Ave, #8040, New Orleans, LA 70112, U.S.A.(Editor) Amy Nakajima, MD, FRCSC, MSc, Associate Professor, Department of Obstetrics and Gynecology, University of Ottawa, 501 Smyth Road, Ottawa, Ontario, Canada K1H 8L6(Editor) Jamie M. Robertson, PhD, MPH, CHSE-A, FSSH Assistant Professor of Emergency Medicine, Harvard University, Senior Research Scientist, Brigham and Women's Hospital, 75 Francis St, Suite CA-127, Boston, MA 02115

• Part  1 The History of EDI in Healthcare Education.-  Why do we need this simulation textbook?.- A brief history of access to healthcare education.- Words matter.- Part 2 Integrating EDI in Healthcare Education and Simulation.- Embedding EDI into a national virtual simulation program for nursing, medical laboratory technology, paramedicine, and sonography students.- Creating and fostering an inclusive and culturally safe work environment.- Administrative considerations when incorporating EDI into a healthcare simulation program.- Recruiting standardized simulated patients for a diverse and inclusive population.- SP educator recommendations on designing and implementing diversity, equity, and inclusion training with SPs for SP Programs.- EDI in SP case development.- Fostering inclusive care: Caveats and special considerations in development and execution of LGBTQ+ simulation.- Implicit bias scenario design.- Moving from awareness to action: Simulation-based education to address structural racism and implicit bias.- Simulation-based assessment of equity, diversity, and inclusion competencies.- Prebriefing and debriefing in an inclusive manner.- Teaching behavioral skills to promote equity, diversity, inclusion, and anti-oppression through simulation.- Fostering LGBTQIA+ inclusive simulation.- Part 3 Real World Examples in Healthcare Simulation Practice.- Creating diversity for existing patient simulators.- Inclusion of EDI principles during interprofessional healthcare simulation-based sessions.- Transgender healthcare in IPE simulation: Considerations for promoting inclusion and health equity.- Medical interpreter and language barrier simulations for resident physicians.- Demystifying and deconstructing simulation-based scenarios based on religion or spirituality.- VR-based simulation for EDI in medical education. Empathy: The next phase on the journey to health equity.- Team faculty development for equity, diversity, inclusion, and belonging: An expansive approach.- Using a checklist to assess a simulation for content bias.