Using simulated patients in medical and health professions education

Interactive methods, which are one of the effective training methods used in medical and health professions education enable students to participate actively in the learning process. In this context, simulated patients can be used in simulation applications which are interactive methods. The simulated patient is an educated person to revive and present the real patient scenario and offers a safe learning opportunity based on experience in a virtual or laboratory environment prior to the real patient environment. This application enables to students to increase knowledge and skill level, self-efficacy, motivation and selfconfidence, improves clinical decision making and communication skills. The aim of this study is to review simulated patient applications in medicine and health sciences education and to provide a detailed overview on using simulated patients for both teaching and assessment purposes in medical and healthcare professional education.

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The application of virtual reality in health professions� digital education: a narrative review (Preprint)

10.2196/preprints.12220 ◽

2018 ◽

Author(s):

Lorraine Tudor Car ◽

Bhone Myint Kyaw ◽

Josip Car

Keyword(s):

Virtual Reality ◽

Professional Education ◽

Health Professions ◽

Health Professions Education ◽

Narrative Review ◽

Current Evidence ◽

Future Research ◽

Educational Content ◽

Potential Applications

BACKGROUND Digital technology called Virtual Reality (VR) is increasingly employed in health professions’ education. Yet, based on the current evidence, its use is narrowed around a few most applications and disciplines. There is a lack of an overview that would capture the diversity of different VR applications in health professions’ education and inform its use and research. OBJECTIVE This narrative review aims to explore different potential applications of VR in health professions’ education. METHODS The narrative synthesis approach to literature review was used to analyse the existing evidence. RESULTS We outline the role of VR features such as immersion, interactivity and feedback and explain the role of VR devices. Based on the type and scope of educational content VR can represent space, individuals, objects, structures or their combination. Application of VR in medical education encompasses environmental, organ and micro level. Environmental VR focuses on training in relation to health professionals’ environment and human interactions. Organ VR educational content targets primarily human body anatomy; and micro VR microscopic structures at the level of cells, molecules and atoms. We examine how different VR features and health professional education areas match these three VR types. CONCLUSIONS We conclude by highlighting the gaps in the literature and providing suggestions for future research.

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A Structured-Training Approach to Teaching Diagnostic Interviewing

Teaching of Psychology ◽

10.1177/009862839402100304 ◽

1994 ◽

Vol 21 (3) ◽

pp. 144-150 ◽

Cited By ~ 1

Author(s):

Susan M. Bögeis

Keyword(s):

Mental Health ◽

Health Professions ◽

Simulated Patients ◽

Training Methods ◽

The Past ◽

Training Approach ◽

Interviewing Skills ◽

Recent Developments ◽

Approach To Teaching ◽

Clinical Problems

In this article, recent developments in the teaching of diagnostic-interviewing skills in the mental health professions are discussed. First, the tasks and skills of the diagnostic interviewer are analyzed. Second, empirical evidence on effective interviewing styles is outlined. Third, training methods for teaching diagnostic interviewing are reviewed. A training program, developed to teach diagnostic interviewing to undergraduates, is then described. The program is highly structured, and simulated patients are used to introduce complex clinical problems and to evaluate students’ emerging competencies. Student and trainer satisfaction with the program has been high during the past 6 years.

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The Effect of Case Presentation on Student Physical Therapists' Clinical Reasoning Hypotheses

Internet Journal of Allied Health Sciences and Practice ◽

10.46743/1540-580x/2021.1930 ◽

2021 ◽

Author(s):

Nicholas LaRosa ◽

Daniel Dinsmore

Keyword(s):

Physical Therapy ◽

Clinical Reasoning ◽

Professional Education ◽

Clinical Decision Making ◽

Physical Therapists ◽

Simulated Patient ◽

Student Thinking ◽

Future Research ◽

Case Method

Purpose: Clinical reasoning is an essential skill for Physical Therapists to develop for making sound decisions regarding patient care. Case-method teaching is an instructional strategy commonly implemented in physical therapy professional education programs for facilitating clinical reasoning skill acquisition. One advantage of case-method teaching is the various ways cases can be portrayed. The purpose of this study was to identify how a case is portrayed effects student thinking and their subsequent clinical decision making. Method: Third-year student physical therapists (n = 14) working in dyads clinically reasoned through a hypothetical musculoskeletal case presented via written case study or simulated patient experience. Talk aloud methodology via concurrent reports was implemented for data collection. Mann-Whitney U-tests followed by manual calculations of effect sizes were conducted for comparing hypothesis category generation between groups. Results: A total of 14 hypothesis categories were generated by the student dyads during the problem-solving sessions. Specifically, students generated more ideas regarding health condition, and contextual factors when thinking through a written case study whereas significantly more thoughts regarding symptom characteristics, client perspectives, and minimizing reasoning errors were generated during simulated patient experiences. Conclusion: When implementing case-method teaching, physical therapy academic educators need to be aware that the manner a case is portrayed affects the clinical judgements students generate and their learning of clinical reasoning. Future research should continue to investigate these effects and how they ultimately impact clinical practice.

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O8 Simulated patients perspectives of their role and contribution to health professions education

10.1136/bmjstel-2019-aspihconf.8 ◽

2019 ◽

Author(s):

Clare Sullivan ◽

Laura O’Connor ◽

Simon Horne ◽

Erica Smith ◽

Teresa Pawlikowska ◽

...

Keyword(s):

Health Professions ◽

Health Professions Education ◽

Simulated Patients

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Engaging young people as simulated patients: a qualitative description of health professional educators’ perspectives

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2020-000807 ◽

2021 ◽

pp. bmjstel-2020-000807

Author(s):

Andree Gamble ◽

Margaret Bearman ◽

Debra Nestel

Keyword(s):

Hospital Setting ◽

Health Professions ◽

Health Professions Education ◽

Qualitative Description ◽

Simulated Patients ◽

Clinical Placements ◽

Professional Educators ◽

Barriers And Enablers ◽

Feasible Alternative ◽

Real Patients

BackgroundReal patients in clinical placements are important for learning and may well be the ‘gold standard’. However, simulated patients (SPs) are a viable alternative in the absence of this opportunity. While adult SPs contribute to health professions education, child and adolescent simulated patients (CASPs) are less common. This research aims to explore the perspectives of healthcare educators regarding the engagement of young SPs, specifically the identification of barriers and enablers to involving CASPs.MethodsWe used an interpretive paradigm of qualitative description. Thirteen interviewees, all educators involved in SP programmes, participated in semistructured interviews. Data were transcribed verbatim and analysed using an inductive thematic approach.FindingsNot all participants saw value in engaging CASPs. A number of barriers and enablers to involving them were acknowledged in six themes: challenges and concerns; logistical barriers; benefits of CASPs; overcoming challenges; an ethical minefield; and child safety. Opinions differed with respect to feasibility and necessity for involving CASPs, particularly in the hospital setting where real patients are accessible. All participants articulated the critical importance of ensuring adequate support and adherence to ethical principles if CASPs were involved.ConclusionsThe involvement of CASPs in health professions education is a divisive issue. CASPs’ ability to provide a realistic option for supporting learning is recognised yet perhaps not wholly perceived as a feasible alternative to real patients. Their engagement raises critical ethical, practical, logistical and financial challenges.

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Simulated Patients’ Experience towards Simulated Patient-Based Simulation Session: A Qualitative Study

SciMedicine Journal ◽

10.28991/scimedj-2019-0102-3 ◽

2019 ◽

Vol 1 (2) ◽

pp. 55-63 ◽

Cited By ~ 1

Author(s):

Goh Lay-Khim ◽

Yee Bit-Lian

Keyword(s):

Data Analysis ◽

Data Management ◽

Learning Outcome ◽

Physical Symptoms ◽

Simulated Patient ◽

Simulated Patients ◽

Real Patient ◽

Negative Experience ◽

Simulation Session

Background: Simulated Patient (SP) is defined as a layperson that simulates to portray the role of a patient with health-related conditions. International Medical University (IMU) has been utilizing SP for more than 10 years, however, the SP's experience toward the SP-based simulation session yet to be explored, the aim of the study was to explore the SP's experience toward the SP-based simulation session. Methods: Total of 6 participants recruited for a focused group interview, with the inclusive criteria of participated at least an SP-based simulation session. The interviewer used a list of guide question to explore both the positive and negative experience of the SP-based simulation session. A combination of manual and computer software Program was used for data management and analysis. Manual transcribing and coding technique was used for data analysis, while Qualitative Data Analysis (QDA) was used for data management and additional analysis. Results: Three main themes and eleven sub-themes have emerged. The first theme was Effective learning session, with the sub-themes of Student learning attitude, Treated as real patient, Standardization among lecturer, Appropriate respond to student and Focused learning outcome; second theme was Motivation, with the sub-themes of Respect, Feedback, and Caring; the third theme was Preparation prior to class, with the sub-themes of Clear instruction, Role-play, and Script. Conclusions: SPs perceived that lecturers should pay attention to the students’ learning outcome and fully utilize SPs for teaching. Besides that, SPs wished to be treated as a real patient due to the lecturer who treated the SPs as they are real patient gave students a mind-set that the learners were actually dealing with a patient with real conditions. SPs supposed that another role of the lecturer was well-prepared the SPs prior to the actual sessions. SPs expressed that students who took the session seriously, well-preparation before the classes, active participation during the sessions and proactive attitude encouraged realistic portrayal of the character. While SP role was memorizing a series of information needed for the scenario, prepare mentally for portrayal certain emotional as well as physical symptoms. Lecturer, SP as well as student influence a successful SP-based simulation session.

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