A systematic review: Children &amp; Adolescents as simulated patients in health professional education

Gamble, Andree; Bearman, Margaret; Nestel, Debra

doi:10.1186/s41077-015-0003-9

Cited by 46 publications

(56 citation statements)

References 28 publications

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“…Potential risks and benefits of child and parent involvement in medical education were identified by literature review . Then, a semi‐structured questionnaire that specifically aimed to explore and ascertain parents’ perceptions of BST was developed through a group discussion between researchers and students.…”

Section: Methodsmentioning

confidence: 99%

Parents’ perceptions of bedside teaching

Khoo

Parameshwara

Kutzsche

2018

The Clinical Teacher

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Summary Background Bedside teaching (BST) in a hospital setting can play an important role during medical students’ clinical placements in paediatrics. Parents often feel obliged to allow their child to participate, even if they are reluctant. The aim of this study was to examine the perceptions of parents who, with their children, were involved in medical students’ BST. Methods Consenting parents participated in a semi‐structured interview assessing their experience of having their child involved in BST. The qualitative data were analysed using thematic analysis. Parents were assured that their children's treatment would not be negatively affected in the case of withdrawal from the study. Results A total of 54 parents responded and discussed their experience of their children's participation in clinical teaching. The majority of parents were keen to support medical students’ learning, and felt that they could develop better insight into their child's health in association with the teaching session. Some parents found the sessions tiring; their interest increased when they were more actively involved in planning the BST sessions. Discussion This study emphasises children's and adolescents’ autonomy as a main principle in making decisions about involving them in BST. Clinical teachers often face problems attempting to properly plan and conduct BST sessions. Parents appreciate having an active role in planning the sessions and are supportive of medical student education. Clinical teachers must ensure that they protect the best interests of paediatric patients and their parents. At the same time, they should advocate for the obvious benefits of BST.

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Section: Methodsmentioning

confidence: 99%

Parents’ perceptions of bedside teaching

Khoo

Parameshwara

Kutzsche

2018

The Clinical Teacher

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“…Three studies examined the participants' experience in SP work (6)(7)(8). All three studies agreed that the positive impact by participating as an SP included the development of knowledge, particularly medical knowledge and satisfaction of opportunity to contribute to the training of future healthcare professionals.…”

Section: Sps' Perspectivementioning

confidence: 99%

“…A study focused on medical students' experience who engaged as SP for their junior peer OSCE reported that medical students expressed positively toward SP work. The result showed that participants appreciated SP role as it allowed application and build on the prior knowledge, development of clinical skills, enhancement of confidence in their school performance, discomfort towards some roles such as consultation involving sexual issue as well as providing feedback to learner often causing anxiety and shock (7). Similar negative effects reported from adult SPs were such as fatigue due to repetition for a long hour (four hours) and anxious to ensure the performance was equivalent to other SPs who played the found that identifying patient's concern and attending to patient's emotional aspect were the key elements to ensure patient's satisfaction (11).…”

Section: Professional Areamentioning

confidence: 99%

“…mistaken SP as a real patient) (14). A systemic review paper stated that role developed based on SPs' personal experience and inclusive of personal data into the role potentially increased the realism as well as enhanced accuracy and consistency (7). The quality of the scenario and closeness to reality also influenced the authenticity of the character (10).…”

Section: Evaluation Of Sp's Performancementioning

confidence: 99%

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Experience towards Simulated Patient-based Simulation Session: An Integrative Literature Review

Lay-Khim

Skills

Bit-Lian

2019

EIMJ

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BACKGROUND Simulated patient (SP) is defined as a trained individual who portrays the role of a patient with various health associated conditions. The term SP also refers to a healthy individual trained to portray a patient. Another definition has described SP as a layperson who simulates as a real patient based on differing levels of training (1-3). Combining these descriptions, SP can be defined as a layperson who simulates to portray the role of a patient with healthrelated conditions based on varying levels of training. SP can be interchangeably used with role player, trained patient, patient instructor, and actor-patient. SP can also play a variety of roles along the educational path for To cite this article: Goh L-K, Yee B-L. Experience towards simulated patient-based simulation session: an integrative literature review.

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“…With variability found in the SP population, the SP trainers must also have the ability to train these skills to facilitate a standard across the SP pool (Tamblyn et al, 1991). Although considered to be valuable, sourcing and training children and adolescent SPs who are consistently able to portray a role and provide feedback "remains ambiguous" (Gamble et al, 2016). It may not be possible for SPs to simulate some roles or conditions realistically (Howley, 2013).…”

Section: Limitations Of Using Spsmentioning

confidence: 99%

An investigation of the use of simulated patients in audiology student education

Hughes¹

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Audiologists are health care professionals responsible for the non-medical management of hearing and hearing disorders. A review of population and health statistics in Australia indicates that increasingly more audiologists are needed to service its growing and ageing population.The task of training audiologists falls to the universities that offer audiology programs. One of the biggest limiters on this training is the diminishing numbers of clinical placement opportunities available to the audiology students as a result of clinics external to the universities withdrawing their support of student training (due mostly to commercial pressures). As a result, many university audiology programs have begun to investigate simulation as a method of preparing students for clinical placements, and in particular, simulated patients (SPs).While SPs have been used widely in medicine and allied health professional education, only two studies have been conducted on their use in audiology. While both studies showed audiology students enjoyed working with SPs, neither showed if this work results in measurable gains in student skills.To investigate the potential of using SPs to train basic audiology skills in audiology students, the present research aimed to: (1) develop a tool for assessing the clinical skills of students working with SPs; and (2) compare the effectiveness of SP training versus seminar training for improving the clinical skills of first year audiology students.To develop a tool for assessing audiology students taking a case history from and giving feedback to a simulated patient (SP), a tool from the cognate discipline of speech pathology was modified for use on audiology students. The modified tool, the Audiology Simulated Patient Interview Rating Scale (ASPIRS), was then used by three evaluators to assess 24 first-year masters of audiology students taking case histories from and providing feedback to SPs. Analysis of the 3To compare seminar training versus SP training as methods for training audiology students to take case histories from and give feedback to adult patients, a randomised controlled trial with cross-over design was used to put 24 first-year audiology students through SP then seminar training (n=12) or seminar then SP training (n=12). The SP training involved one student per SP in a clinic setting with individualized feedback. The seminar training involved one academic staff member for the student group in a seminar setting with group feedback. The students were assessed taking a case history and giving feedback to an SP before the first training block, between the two training blocks, and after the final training block. A mixed model analyses of derived factors for case history and feedback showed significant (p<0.05) effects for assessment occasion (i.e., student skills improved with more training) but not for training sequence (i.e., order of training did not affect skill improvements) or training type (i.e., type of training did not affect skill improvements). Results indicated that ...

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A systematic review: Children & Adolescents as simulated patients in health professional education

Cited by 46 publications

References 28 publications

Parents’ perceptions of bedside teaching

Parents’ perceptions of bedside teaching

Experience towards Simulated Patient-based Simulation Session: An Integrative Literature Review

An investigation of the use of simulated patients in audiology student education

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