Real patient participation in simulation

Snow, Rosamund

doi:10.1002/9781118760673.ch14

Cited by 4 publications

(3 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…9 Patients, especially those who have a chronic and/or serious illness, are dealing with uncertainties in relation to treatment and how it affects their lives. 10,11 According to Snow, “they live with an illness to be managed rather than cured and thus face the prospect of a lifetime of interactions with health professionals.” 12…”

Section: Introductionmentioning

confidence: 99%

“…10,11 According to Snow, "they live with an illness to be managed rather than cured and thus face the prospect of a lifetime of interactions with health professionals." 12 Previous research has suggested that doctors' good intentions to treat patients rest on the assumption that the doctor knows best. The presumption is that "doctors are acting as enlightened agents for patients, who lack sufficient information to make choices on their own behalf."…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

‘If you had taken the lead…’ – a qualitative study of patients with chronic conditions and their perspective in clinical encounters with medical students

et al. 2022

View full text Add to dashboard Cite

Objectives To explore what patients with chronic conditions emphasize as important in the patient-medical student conversation, and how the patients’ experiences relate to trust. Methods Twenty-one video-recorded sessions of patients’ feedback in simulation-based communication courses for medical students were observed, transcribed, analyzed inductively and organized into three themes. Results In the patients’ feedback, three aspects were emphasized as important relating to trust: a) when the medical student relates medical information to the patient's lifeworld, b) when the student leads the patient throughout the conversation, and c) when the patient gets emotional support from the student. The patients felt that being met this way by the students grows trust and allows them to lean into the uncertainties they experience while still feeling safe. Discussion The patients emphasize three aspects of importance in conversations with the medical students that grow trust. We argue that these aspects cannot be found in the traditional authority-led practice but can be found in leadership, which imply empathy and willingness to learn from patients. We suggest that students should learn that to effectively communicate with patients infers such leadership. By doing so, medical students can walk alongside their patients to build a relationship and nurture trust.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

‘If you had taken the lead…’ – a qualitative study of patients with chronic conditions and their perspective in clinical encounters with medical students

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Research has repeatedly shown that interacting with patients and carers, and hearing their stories, can improve students' knowledge, attitudes and confidence (7)(8)(9)(10).There is also evidence that involving real patients may be better for teaching communication than involving simulated patients (11). However, it is not always feasible or ethical to ask patients to return again and again to describe what may be unpleasant or upsetting experiences to successive cohorts of clinicians in training (12,13). In addition, much of the research done to date involves relatively complex interventions, for example where patients and carers may discuss their story with students in groups or over time, and/or offer active feedback on communication skills (14).…”

Section: Introductionmentioning

confidence: 99%

Does hearing the patient perspective improve consultation skills in examinations? An exploratory randomized controlled trial in medical undergraduate education

et al. 2016

View full text Add to dashboard Cite

show abstract

Diversity and inclusion in simulation: addressing ethical and psychological safety concerns when working with simulated participants

Picketts

Warren

Bohnert

2021

BMJ Simul Technol Enhanc Learn

View full text Add to dashboard Cite

Healthcare learners can gain necessary experience working with diverse and priority communities through human simulation. In this context, simulated participants (SPs) may be recruited for specific roles because of their appearance, lived experience or identity. Although one of the benefits of simulation is providing learners with practice where the risk of causing harm to patients in the clinical setting is reduced, simulation shifts the potential harm from real patients to SPs. Negative effects of tokenism, misrepresentation, stereotyping or microaggressions may be amplified when SPs are recruited for personal characteristics or lived experience. Educators have an ethical obligation to promote diversity and inclusion; however, we are also obliged to mitigate harm to SPs.The goals of simulation (fulfilling learning objectives safely, authentically and effectively) and curricular obligations to address diverse and priority communities can be in tension with one another; valuing educational benefits might cause educators to deprioritise safety concerns. We explore this tension using a framework of diversity practices, ethics and values and simulation standards of best practice. Through the lens of healthcare ethics, we draw on the ways clinical research can provide a model for how ethical concerns can be approached in simulation, and suggest strategies to uphold authenticity and safety while representing diverse and priority communities. Our objective is not to provide a conclusive statement about how values should be weighed relative to each other, but to offer a framework to guide the complex process of weighing potential risks and benefits when working with diverse and priority communities.

show abstract

Real patient participation in simulation

Cited by 4 publications

References 4 publications

‘If you had taken the lead…’ – a qualitative study of patients with chronic conditions and their perspective in clinical encounters with medical students

‘If you had taken the lead…’ – a qualitative study of patients with chronic conditions and their perspective in clinical encounters with medical students

Does hearing the patient perspective improve consultation skills in examinations? An exploratory randomized controlled trial in medical undergraduate education

Diversity and inclusion in simulation: addressing ethical and psychological safety concerns when working with simulated participants

Contact Info

Product

Resources

About