“Please let me know when I do not realize it myself”: a qualitative analysis of senior simulated patients’ experiences

Schelgel, Claudia; Smith, Cathy

doi:10.1186/s41077-019-0109-6

Cited by 10 publications

(5 citation statements)

References 27 publications

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“…So, while it is often stated that volunteers are giving up their time for no personal gain, it is clear this is not the case, and that volunteers actually gain a range of personal (egoistic) and public (altruistic) benefits from their participation in being interviewers for the MMIs. These egoistic and altruistic benefits described by the MMI interviewers are consistent with benefits described by volunteer standardised patients 20–23 …”

Section: Discussionsupporting

confidence: 69%

“…These egoistic and altruistic benefits described by the MMI interviewers are consistent with benefits described by volunteer standardised patients. [20][21][22][23] There are other factors that influence an individual's likelihood of volunteering. For example, the volunteering literature has shown that those who have a higher socio-economic status tend to volunteer more.…”

Section: Discussionmentioning

confidence: 99%

“…Participants described being motivated to volunteer to interview for the MMIs because it allowed them to interact with others involved in Developing own knowledge and skills 25 (25) Contributing to selection process 22 (22) Understanding the selection process 21 (21) Enjoying the experience 21 (21) Interested in selection/education 15 (15) Networking and meeting others 15 (15) Supporting Monash Admissions Process 15 (15) Selecting on non-academic attributes 14 (14) Valuing the selection process 10 (10)…”

Section: Social Interactionsmentioning

confidence: 99%

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Recruitment and retention of volunteer multiple mini interview interviewers: Understanding their motivations

2022

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Background Without volunteer interviewers, many universities would not be able to run multiple mini interviews (MMIs) due to the prohibitive cost of paying interviewers. Despite the opportunity cost borne by volunteers, many interviewers participate in multiple MMI sessions per year and volunteer year after year. There is surprisingly little research into what motivates interviewers to volunteer as MMI interviewers. This research aims to explore both what motivates individuals to volunteer to interview in MMIs for undergraduate medical selection and what adds and detracts value from their participation. Methods We applied a qualitative sequential two‐phase design consisting of open‐ended survey questions, followed by semi‐structured interviews to explore interviewers' motivators in more depth. The survey data on motivators and the six functions from the volunteer functions inventory (VFI) informed interview data collection and provided a lens through which to examine MMI interviewer motivations. Content analysis was used to analyse the survey data. Framework analysis was used to analyse the interview data. Results The survey was completed by 108 interviewers (50% response rate), and 19 semi‐structured interviews were conducted (54% response rate). From the content analysis, the time commitment of involvement was the biggest detractor identified by participants. Through the framework analysis, five overarching motivators were developed: (i) acting on values, (ii) gaining understanding, (iii) gaining personal satisfaction and gratification, (iv) shaping the future workforce and (v) having social interaction. These mirrored five of the six functions proposed in the VFI. Conclusions There are a range of motivating factors that influenced the participants' decision to volunteer as an interviewer for MMIs. Some motivations were for the benefit of others, some were self‐serving, and some a combination of both. Universities should utilise these motivating factors to aid in targeted recruitment of volunteer interviewers.

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Section: Discussionsupporting

confidence: 69%

Section: Discussionmentioning

confidence: 99%

Section: Social Interactionsmentioning

confidence: 99%

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Recruitment and retention of volunteer multiple mini interview interviewers: Understanding their motivations

2022

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“…Since SPs' first involvement in health care teaching, 4 different aspects of SP interactions have been studied including their effectiveness, 2 recruitment and training, 5 quality assurance 6 as well as stakeholders' perceptions of the responsibilities of SPs 7 . Studies exist which address SPs' perspectives across the lifespan from children 8 to older adults 9 …”

Section: Introductionmentioning

confidence: 99%

Their OSCE, not your Oscar: Simulated Patients’ Perspectives

Sullivan¹,

Condron²,

O’Connor³

et al. 2021

The Clinical Teacher

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Introduction Simulated patients (SPs) are involved widely in the support of health care education for communication and consultation skills teaching. This study aimed to explore SPs' perspectives of their role and contribution to health professions education. Methods A qualitative approach was used. Twenty‐two SPs (actor and non‐actor) involved in teaching at the Royal College of Surgeons Ireland (RCSI) participated in one of four focus groups, which were audiorecorded. Two focus groups involved professional actors (n = 7), and two focus groups involved non‐actor SPs (n = 15). Transcribed data were analysed using thematic analysis. Results The first theme ‘Reward of Contribution’ highlights how the SP role is situated in a position of mutual benefit for both SP and student. The second theme ‘Multiple Personas’ demonstrates the complexity of SP role portrayal. The third theme ‘Culture and Communication’ is a new finding and demonstrates the role SPs feel they have in helping to change the culture of health care practice. The fourth theme ‘A touchy subject’ addresses the preferences of SPs concerning involvement in both intimate and nonintimate physical examination. Conclusions SPs believe they have an important role to play in health care education and they also learn from their involvement. SPs' perspectives need to be considered to ensure they feel supported in their role and that their unique insights remain beneficial for student learning.

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“…Standardized patients often do this voluntarily, wishing to assist in the education of health professionals [10]. Extended simulation days or excessive demands, such as in terms of spoken lines, can strain standardized patients [34][35][36]. Difficulty detaching from the role, the breach of personal boundaries, and hurtful comments from students can also increase strain [34,35,37,[40][41][42][43][44][45][46][47][48][49][50].…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Standardized Patient Simulation in Healthcare Education

2023

Int J Nurs Health Care Res

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Introduction: Simulation training is a key part of healthcare and medical education, but the use of standardized patients in simulation training is not yet systematic at least in Finland. The purpose of this literature review was to determine the benefits and challenges of using standardized patients in simulation training. Methods: The information search was conducted in the international Cinahl and Pubmed databases. The search terms used were "Simulation", "Simulation-based education", "Simulated patient", "Standardized patient" and "Standardized patient". The inclusion criteria were 1) peer-reviewed original research 2) published in Finnish or English 3) published in the last 10 years. Additionally, the research had to be conducted in Europe, the United States, Canada, or Australia. 40 studies fulfill the criteria. The data was analyzed with inductive content analysis. Results: The use of a standardized patient in simulation training improves student learning outcomes, as well as develops interaction and work-life skills. For the standardized patient, participating in simulation training can increase acting experience and bring content to everyday life. However, it can also be physically and mentally taxing. It's important that the teacher enables good preparation for the role. Challenges experienced by students are related to stress created by the standardized patient and unexpected situations in the simulation of standardized patients. Discussion: The results show that the utilization of standardized patients in simulation requires planning and adequate resources, but it also brings various benefits, especially for the development of students' skills.

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“Please let me know when I do not realize it myself”: a qualitative analysis of senior simulated patients’ experiences

Cited by 10 publications

References 27 publications

Recruitment and retention of volunteer multiple mini interview interviewers: Understanding their motivations

Recruitment and retention of volunteer multiple mini interview interviewers: Understanding their motivations

Their OSCE, not your Oscar: Simulated Patients’ Perspectives

Standardized Patient Simulation in Healthcare Education

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