Understanding the impact of simulated patients on health care learners’ communication skills: a systematic review

Kaplonyi, Jessica; Bowles, Kelly‐Ann; Nestel, Debra; Kiegaldie, Debra; Maloney, Stephen; Haines, Terry; Williams, Cylie

doi:10.1111/medu.13387

Cited by 130 publications

(93 citation statements)

References 70 publications

(139 reference statements)

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“…This enhances the likelihood that the students will suspend disbelief, perceive the situation to be realistic, and engage accordingly (Kaplonyi et al, 2017). Simulated patients allow practice at developing skills in interpersonal interactions, including interview skills (Kaplonyi et al, 2017;Sabus & Macauley, 2016). Simulated patient methodology is used in the CF-SCP to enhance the authenticity of interactions between students, clients, and stakeholders (Herrington & Oliver, 2000;Nestel, Sanko, & McNaughton, 2018;Rodger et al, 2010).…”

Section: Simulated Patients and Key Stakeholdersmentioning

confidence: 99%

Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

Chu

Sheppard

Guinea

et al. 2018

Nursing & Health Sciences

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Simulation is increasingly used to supplement clinical placement in preregistration health professional programs. However, there are no conceptual frameworks to guide the design of these learning experiences when replacing a clinical placement. In the present study, the conceptual framework for simulated clinical placements (CF-SCP) is presented. Evolving from an iterative process of synthesizing learning and simulation theory, findings from the empirical literature, and the perspectives and ideas from experts in occupational therapy practice, education and simulation-based learning, the CF-SCP aligns principles and processes of workplace and simulation learning. The application of the CF-SCP is described in the context of a 1 week full-time SCP. The CF-SCP provides a structure for organizing, understanding, and applying the principles and processes to design a simulated placement to be a "placement replacement" experience. Articulating a conceptual framework for the design of simulated placement experiences to replace actual clinical placement hours in the allied health sector is important if these experiences are to be tested for validity, efficacy, and transferability to a range of occupational therapy practice areas and other health disciplines.

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Section: Simulated Patients and Key Stakeholdersmentioning

confidence: 99%

Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

Chu

Sheppard

Guinea

et al. 2018

Nursing & Health Sciences

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“…Some systematic reviews report studies of particular pedagogical methods , such as debriefing approaches, roles for observers or instructional design features . Other systematic reviews investigate how simulation supports learning in particular topics , such as empathy, communication skills or clinical reasoning skills . Likewise, literature reviews describe studies of modalities such as simulated patients and virtual patients .…”

Section: Introductionmentioning

confidence: 99%

The power of simulation: a large‐scale narrative analysis of learners’ experiences

2018

Self Cite

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Context Simulation‐based education ( SBE ) includes a broad spectrum of simulation activities, which are individually well researched. An extensive literature reports on SBE methods, topics and modalities, but there are limited studies investigating how simulation as a holistic phenomenon promotes learning. This study seeks to identify the ways in which health professionals narrate powerful SBE experiences and through this to understand in what ways SBE may influence learning. Methods Three hundred and twenty‐seven narratives about powerful learning through SBE were gathered from participants’ online reflections from a national faculty development programme in SBE . Narrative and thematic analyses were conducted on included texts, using ‘transformative learning theory’ as a sensitising notion. Results Narratives were categorised into the following categories: progress (267/327 = 81%); transformation (25/327 = 8%); practice (27/328 = 8%); and humiliation (8/327 = 2%). Recurrent features across narrative categories were as follows: early experiences in training; dramatic scenarios; developing appreciation of SBE ; highly emotional experiences; things that ‘went wrong’; and ongoing reflection. Themes regarding mechanisms that supported learning were as follows: verisimilitude; feedback, debriefing and facilitation; observation of self and others; repetition of activities; and role‐playing the patient. Conclusions The results generally support the notion that SBE is experienced as a holistic phenomenon, rather than separate modalities. The narrative categories, recurrent features and learning themes tended to work across all simulation modalities, with the exception of ‘being in the patient's shoes’ being supported by role‐play in particular. Although powerful experiences were not necessarily transformative ones, they often occurred at formative stages of training. There was a strong sense that things going wrong in simulation scenarios (and the associated emotions and reflection) were a key part of learning. This underlines SBE 's potential role in helping learners see fallibility as part of professional practice.

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“…This is in line with previous studies in the same field. In a recent systematic review (119), the impact of simulated patients on communication skills in health care was studied. The authors concluded that simulation training is valua-ble and effective for teaching communication skills.…”

Section: Learning To Communicatementioning

confidence: 99%

Communication about the Heart Failure Trajectory in Patients, their Families and Health Care Professionals

Hjelmfors

2018

Linköping University Medical Dissertations

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Understanding the impact of simulated patients on health care learners’ communication skills: a systematic review

Abstract: SP-based education is widely accepted as a valuable and effective means of teaching communication skills but there is limited evidence of how this translates to patient outcomes and no indication of economic benefit for this type of training over another method.

Cited by 130 publications

References 70 publications

Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

Placement replacement: A conceptual framework for designing simulated clinical placement in occupational therapy

The power of simulation: a large‐scale narrative analysis of learners’ experiences

Communication about the Heart Failure Trajectory in Patients, their Families and Health Care Professionals

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