Training simulated participants for role portrayal and feedback practices in communication skills training: A BEME scoping review: BEME Guide No. 86

Doyle, Andrea J.; Sullivan, Clare; O'Toole, Michelle; Tjin, Anna; Simiceva, Anastasija; Collins, Naoise; Murphy, Paul; Anderson, Michael J.; Mulhall, Claire; Condron, Claire; Nestel, Debra; MacAulay, Robert; McNaughton, Nancy; Coffey, Frank; Eppich, Walter

doi:10.1080/0142159x.2023.2241621

Medical Teacher

2023

DOI: 10.1080/0142159x.2023.2241621

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Training simulated participants for role portrayal and feedback practices in communication skills training: A BEME scoping review: BEME Guide No. 86

Andrea J. Doyle,

Clare Sullivan,

Michelle O'Toole

et al.

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2024

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Cited by 2 publications

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A scoping review of artificial intelligence in medical education: BEME Guide No. 84

Gordon,

Daniel,

Ajiboye

et al. 2024

Medical Teacher

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A scoping review of artificial intelligence in medical education: BEME Guide No. 84

Gordon,

Daniel,

Ajiboye

et al. 2024

Medical Teacher

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Effect of the community of simulated participant model on the identity formation of simulated participants: A qualitative study

Delibalta,

Güner,

Üçüncüoğlu

et al. 2024

Journal of Adult and Continuing Education

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Health professional education is rooted in patient interaction. The utilization of the simulated participant method is a widely accepted approach in this regard, as it enables students to engage in experiences that closely resemble real patient interactions. So, the simulated participants need to be well-prepared and well-engaged in the concept of their roles. The purpose of the study is to evaluate a new model for identity formation of simulated participants based on communities of practice theory. An 8-month follow-up study with pre- and post-interviews, observations, and reflective diaries designed with a qualitative approach. The results were categorized together under the five themes: “motivation of simulated participants”, “background of simulated participants”, “interaction between simulated participants as a part of a community of practice”, “limitations from simulated participants’ perspectives”, and “roles of simulated participants in simulation”. Our model based on communities of practice theory is an effective method for the formation of identities of simulated participants. Educators have the responsibility to improve the quality of simulated participant–based simulation. Our model can be thought of as an effective tool to use in this regard.

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Training simulated participants for role portrayal and feedback practices in communication skills training: A BEME scoping review: BEME Guide No. 86

Cited by 2 publications

References 126 publications

A scoping review of artificial intelligence in medical education: BEME Guide No. 84

A scoping review of artificial intelligence in medical education: BEME Guide No. 84

Effect of the community of simulated participant model on the identity formation of simulated participants: A qualitative study

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