The content and process of simulated patient‐based learning activities

Thistlethwaite, Jill; Ridgway, George

doi:10.1002/9781118760673.ch3

Cited by 3 publications

(3 citation statements)

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“…However, in interventions with real patients, learners may be worried about harming the patient. Therefore, simulations with SPs in turn benefit learning because they are known to offer a structured learning environment-with graded experiences -, in which learners feel that do not bear the risk of harming real patients when practicing (Fortin et al 2002;Thistlethwaite and Ridgway 2014). A recent scoping review on the use of SPs showed increased confidence of the learners, improved communication performance as judged by the SPs and appreciation of the created 'safe' learning environment (Pilnick et al 2018).…”

Section: Practice Pointsmentioning

confidence: 99%

“…This offers learners the opportunity to implement the feedback immediately when continuing with the role-play. It also gives them a moment to recollect theory and earlier experiences, and to integrate these in the role-play (Thistlethwaite and Ridgway 2014). Finally, it is known that SPs are valued for their constructive feedback and for helping learners prepare for their first encounters with real patients (Bokken et al 2009).…”

Section: Practice Pointsmentioning

confidence: 99%

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Learning patient-centredness with simulated/standardized patients: A realist review: BEME Guide No. 68

et al. 2022

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Background: Given the positive outcomes of patient-centred care on health outcomes, future doctors should learn how to deliver patient-centred care. The literature describes a wide variety of educational interventions with standardized patients (SPs) that focus on learning patient-centredness. However, it is unclear which mechanisms are responsible for learning patient-centredness when applying educational interventions with SPs. Objective: This study aims to clarify how healthcare learners and professionals learn patientcentredness through interventions involving SPs in different healthcare educational contexts. Methods: A realist approach was used to focus on what works, for whom, in what circumstances, in what respect and why. Databases were searched through 2019. Nineteen papers were included for analysis. Through inductive and deductive coding, CIC'MO configurations were identified to build partial program theories. These CIC'MOs describe how Interventions with SPs change the Context (C!C') such that Mechanisms (M) are triggered that are expected to foster patient-centredness as Outcome. Results: Interventions with SPs create three contexts which are 'a safe learning environment,' 'reflective practice,' and 'enabling people to learn together.' These contexts trigger the following seven mechanisms: feeling confident, feeling a sense of comfort, feeling safe, self-reflection, awareness, comparing & contrasting perspectives, combining and broadening perspectives. A tentative final program theory with mechanisms belonging to three main learning components (cognitive, regulative metacognitive and affective) is proposed: Interventions with SPs create a safe learning environment (C') in which learners gain feelings of confidence, comfort and safety (affective M). This safe learning environment enables two other mutual related contexts in which learners learn together (C'), through comparing & contrasting, combining and broadening their perspectives (cognitive M) and in which reflective practice (C') facilitates self-reflection and awareness (metacognitive M) in order to learn patient-centeredness. Conclusion: These insights offer educators ways to deliberately use interventions with SPs that trigger the described mechanisms for learning patient-centredness.

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Section: Practice Pointsmentioning

confidence: 99%

Section: Practice Pointsmentioning

confidence: 99%

Learning patient-centredness with simulated/standardized patients: A realist review: BEME Guide No. 68

et al. 2022

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“…However, present-day implementation of the SP methodology not only emphasises practical experience but also encompasses reflection and feedback from observers who enhance the skill development of the student at the centre of the simulation exercise. In terms of evaluation, feedback from facilitators, peers and SPs can also be used as formative assessment for the planning of future practice opportunities before end-of-semester, year or programme summative assessments (Thistlethwaite and Ridgway 2015).…”

Section: Current Practicesmentioning

confidence: 99%

Clinical communication training in medical education : a conversation analytic approach

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Motivierende Gesprächsführung mit Simulationspatient_innen lehren und prüfen

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Kienle

Langenbeck

et al. 2021

Zeitschrift für Klinische Psychologie und Psychotherapie

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Zusammenfassung. Theoretischer Hintergrund: Simulationspatient_innen (SP) werden in der medizinischen Ausbildung zum Erlernen und Prüfen kommunikativer Kompetenzen eingesetzt. Fragestellung: Wie wird Motivierende Gesprächsführung (MI) mit SP an der Charité Berlin gelehrt und geprüft? Methode: MI wird im Modellstudiengang Medizin im 4. Semester gelehrt und im Rahmen einer Objective Structured Clinical Examination (OSCE) geprüft. Es wurden Lehr- und Prüfungsevaluationen und die Beobachtungsübereinstimmung erhoben. Die Komplexität von MI erfordert spezielle Methoden für das SP-Training. Ergebnisse: In der Lehrveranstaltungsevaluation gaben 74,5 % der Studierenden und 90 % der Dozierenden an, dass MI-Kompetenzen erworben wurden, in der Prüfungsstation erreichten Studierende einen Leistungsmittelwert von 78 % ( SD = 2.1 %). Die Beobachtungsübereinstimmung lag bei r = .74 ( p = .009), r = .88 ( p < .001) und r = .47 ( p = .091). Die Prüfenden bewerteten die MI-Prüfungsstation überwiegend (sehr) gut. Schlussfolgerungen: MI kann mit SP gelehrt und geprüft werden, birgt aber Herausforderungen für SP-Training und Testkonstruktion.

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The content and process of simulated patient‐based learning activities

Cited by 3 publications

References 1 publication

Learning patient-centredness with simulated/standardized patients: A realist review: BEME Guide No. 68

Learning patient-centredness with simulated/standardized patients: A realist review: BEME Guide No. 68

Clinical communication training in medical education : a conversation analytic approach

Motivierende Gesprächsführung mit Simulationspatient_innen lehren und prüfen

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