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

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.

scholarly journals Perceptions of preparedness: How hospital-based orientation can enhance the transition from academic to clinical learning.

2020 ◽  
Author(s):  
Lindsay Beavers ◽  
Voula Christofilos ◽  
Christinne Duclos ◽  
Kelly McMillen ◽  
Jasmine Sheehan ◽  
...  
Keyword(s):  
Focus Groups ◽  
Learning Experiences ◽  
Health Professions ◽  
Health Professions Education ◽  
Clinical Placement ◽  
Clinical Learning ◽  
Applied Learning ◽  
Clinical Placements ◽  
Support Unit ◽  
Preceptor Training

Background: Clinical placements are essential for applied learning experiences in health professions education. Unfortunately, there is little consensus on how best to prepare learners for the transition between academic and clinical learning. We explored learners’ perceptions of hospital-based orientation and resulting preparedness for clinical placement. Methods: Sixty-three learners participated in a total of 18 semi-structured focus groups, during their clinical placements. Data were analyzed thematically. Results: We organized learners’ perceptions of hospital-based orientation that support their preparedness for placement into three themes: (1) adequate site orientation for learner acquisition of organization acumen and (2) clinical preceptor training to support unit/service and (3) individual components. Conclusion: Thoughtful attention to hospital-based orientation can support learners in transitioning from academic to clinical learning. Hospital organizations should attend to all three components during orientation to better support learners’ preparedness for clinical learning.

Virtual Patients in Health Professions Education

2017 ◽  
pp. 245-261 ◽  
Author(s):  
A. J. Kleinheksel
Keyword(s):  
Online Education ◽  
Health Professions ◽  
Virtual Patient ◽  
Health Professions Education ◽  
Virtual Patients ◽  
Patient Simulations ◽  
Clinical Placements ◽  
Technology Innovations ◽  
Controlled Environments ◽  
Increasing Demand

The field of health professions continues to struggle with the impact of increasing practitioner and educator shortages. Health professions education is also faced with the issues of limited clinical placements and an increasing demand for online education. To address these issues, health professions educators have increasingly turned to simulations to provide experiential learning in safe, controlled environments. One of the newest simulation technology innovations to emerge is that of virtual patient simulations. This chapter reviews the context in which virtual patients have emerged, the range of virtual patient technologies available, and the ways in which health professions educators currently use virtual patient simulations.

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

2019 ◽  
Author(s):  
Clare Sullivan ◽  
Laura O’Connor ◽  
Simon Horne ◽  
Erica Smith ◽  
Teresa Pawlikowska ◽  
...  
Keyword(s):  
Health Professions ◽  
Health Professions Education ◽  
Simulated Patients

scholarly journals Using simulated patients in medical and health professions education

2019 ◽  
Vol 66 ◽  
pp. 01016
Author(s):  
Albena Gayef
Keyword(s):  
Professional Education ◽  
Clinical Decision Making ◽  
Health Professions ◽  
Health Professions Education ◽  
Simulated Patient ◽  
Interactive Methods ◽  
Simulated Patients ◽  
Training Methods ◽  
Real Patient ◽  
The Real

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.

A Multifaceted Systems Approach to Addressing Stress Within Health Professions Education and Beyond

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Darla Spence Coffey ◽  
◽  
Kathrin Elliot ◽  
Elizabeth Goldblatt ◽  
Catherine Grus ◽  
...  
Keyword(s):  
Systems Approach ◽  
Health Professions ◽  
Health Professions Education

'I Teach It Because It Is the Biggest Threat to Health': Integrating a Planetary Health Perspective into Health Professions Education

2020 ◽  
Author(s):  
Gabrielle Brand ◽  
Jorja Collins ◽  
Gitanjali Bedi ◽  
James Bonnamy ◽  
Liza Barbour ◽  
...  
Keyword(s):  
Health Professions ◽  
Health Professions Education ◽  
Planetary Health

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

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.

scholarly journals Creative leaps in theory: the might of abduction

2021 ◽  
Author(s):  
Mario Veen
Keyword(s):  
Health Professions ◽  
Central Place ◽  
Health Professions Education ◽  
Abductive Reasoning ◽  
The Poor ◽  
The World

AbstractThis paper argues that abductive reasoning has a central place in theorizing Health Professions Education. At the root of abduction lies a fundamental debate: How do we connect practice, which is always singular and unique, with theory, which describes the world in terms of rules, generalizations, and universals? While abduction was initially seen as the ‘poor cousin’ of deduction and induction, ultimately it has something important to tell us about the role of imagination and humility in theorizing Health Professions Education. It is that which makes theory possible, because it allows us to ask what might be the case and calls attention to the role of creative leaps in theory. Becoming aware of the abductive reasoning we already perform in our research allows us to take the role of imagination—something rarely associated with theory—seriously.

Living With Both a Total Ankle Replacement and an Ankle Fusion: A Qualitative Study From the Patients’ Perspective

2021 ◽  
pp. 107110072110044
Author(s):  
Catherine Conlin ◽  
Ryan M. Khan ◽  
Ian Wilson ◽  
Timothy R. Daniels ◽  
Mansur Halai ◽  
...  
Keyword(s):  
Hospital Setting ◽  
Case Series ◽  
Total Ankle Replacement ◽  
Qualitative Description ◽  
Level Of Evidence ◽  
Foot Placement ◽  
Advantages And Disadvantages ◽  
Ankle Fusion ◽  
Ankle Replacement ◽  
Patient Reported

Background: Total ankle replacement (TAR) and ankle fusion are effective treatments for end-stage ankle arthritis. Comparative studies elucidate differences in treatment outcomes; however, the literature lacks evidence demonstrating what outcomes are important to patients. The purpose of this study was to investigate patients’ experiences of living with both a TAR and ankle fusion. Methods: This research study used qualitative description. Individuals were selected from a cohort of patients with TAR and/or ankle fusion (n = 1254). Eligible patients were English speaking with a TAR and contralateral ankle fusion, and a minimum of 1 year since their most recent ankle reconstruction. Surgeries were performed by a single experienced surgeon, and semistructured interviews were conducted by a single researcher in a private hospital setting or by telephone. Ankle Osteoarthritis Scale (AOS) scores, radiographs, and ancillary surgical procedures were collected to characterize patients. Themes were derived through qualitative data analysis. Results: Ten adults (8 men, 2 women), ages 59 to 90 years, were included. Average AOS pain and disability scores were similar for both surgeries for most patients. Participants discussed perceptions of each reconstructed ankle. Ankle fusions were considered stable and strong, but also stiff and compromising balance. TARs were considered flexible and more like a “normal ankle,” though patients expressed concerns about their TAR “turning” on uneven ground. Individuals applied this knowledge to facilitate movement, particularly during a first step and transitioning between positions. They described the need for careful foot placement and attention to the environment to avoid potential challenges. Conclusion: This study provides insight into the experiences of individuals living with a TAR and ankle fusion. In this unusual but limited group of patients, we found that each ankle reconstruction was generally perceived to have different characteristics, advantages, and disadvantages. Most participants articulated a preference for their TAR. These findings can help clinicians better counsel patients on expectations after TAR and ankle fusion, and improve patient-reported outcome measures by better capturing meaningful outcomes for patients. Level of Evidence: Level IV, case series.

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