The pillars of well-constructed simulated patient programs: A qualitative study with experienced educators

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Introduction: The inclusion of simulated patients (SPs) in health professional education is growing internationally. However, there is limited evidence for best practice in SP methodology. This study investigated how experienced SP educators support SPs in providing SP-based education for health professional students. Methods: Experienced SP educators were identified via relevant professional associations, peer-reviewed publications, and peer referral. Semi-structured individual interviews were conducted via telephone. Data were analyzed independently by three researchers using principles of inductive thematic analysis. Results: Four themes were identified that represent the key structural components of SP programs considered by educators seeking to optimize learning for health professional students in SP programs: managing SPs by operationalizing an effective program, selecting SPs by rigorously screening for suitability, preparing SPs by educating for a specific scenario, and directing SPs by leading safe and meaningful interactions. Within these components, subthemes were described, with considerable variation in approaches. Conclusions: Key structural components to SP programs were consistently described by experienced SP educators who operationalize them. A framework has been proposed to assist educators in designing high-quality SP programs that support SPs and learners. Future research is required to evaluate and refine this framework and other evidence-based resources for SP educators.

Original languageEnglish
Pages (from-to)1159-1167
Number of pages9
JournalMedical Teacher
Volume39
Issue number11
DOIs
Publication statusPublished - 28 Aug 2017

Keywords

  • simulation
  • Simulation methods
  • simulation-based education

Cite this

@article{a5292847ee0d4ee6ae16bf15c13e442f,
title = "The pillars of well-constructed simulated patient programs: A qualitative study with experienced educators",
abstract = "Introduction: The inclusion of simulated patients (SPs) in health professional education is growing internationally. However, there is limited evidence for best practice in SP methodology. This study investigated how experienced SP educators support SPs in providing SP-based education for health professional students. Methods: Experienced SP educators were identified via relevant professional associations, peer-reviewed publications, and peer referral. Semi-structured individual interviews were conducted via telephone. Data were analyzed independently by three researchers using principles of inductive thematic analysis. Results: Four themes were identified that represent the key structural components of SP programs considered by educators seeking to optimize learning for health professional students in SP programs: managing SPs by operationalizing an effective program, selecting SPs by rigorously screening for suitability, preparing SPs by educating for a specific scenario, and directing SPs by leading safe and meaningful interactions. Within these components, subthemes were described, with considerable variation in approaches. Conclusions: Key structural components to SP programs were consistently described by experienced SP educators who operationalize them. A framework has been proposed to assist educators in designing high-quality SP programs that support SPs and learners. Future research is required to evaluate and refine this framework and other evidence-based resources for SP educators.",
keywords = "simulation, Simulation methods, simulation-based education",
author = "Pritchard, {Shane A.} and Blackstock, {Felicity C.} and Keating, {Jennifer L.} and Debra Nestel",
year = "2017",
month = "8",
day = "28",
doi = "10.1080/0142159X.2017.1369015",
language = "English",
volume = "39",
pages = "1159--1167",
journal = "Medical Teacher",
issn = "0142-159X",
publisher = "Taylor & Francis",
number = "11",

}

The pillars of well-constructed simulated patient programs : A qualitative study with experienced educators. / Pritchard, Shane A.; Blackstock, Felicity C.; Keating, Jennifer L.; Nestel, Debra.

In: Medical Teacher, Vol. 39, No. 11, 28.08.2017, p. 1159-1167.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - The pillars of well-constructed simulated patient programs

T2 - A qualitative study with experienced educators

AU - Pritchard, Shane A.

AU - Blackstock, Felicity C.

AU - Keating, Jennifer L.

AU - Nestel, Debra

PY - 2017/8/28

Y1 - 2017/8/28

N2 - Introduction: The inclusion of simulated patients (SPs) in health professional education is growing internationally. However, there is limited evidence for best practice in SP methodology. This study investigated how experienced SP educators support SPs in providing SP-based education for health professional students. Methods: Experienced SP educators were identified via relevant professional associations, peer-reviewed publications, and peer referral. Semi-structured individual interviews were conducted via telephone. Data were analyzed independently by three researchers using principles of inductive thematic analysis. Results: Four themes were identified that represent the key structural components of SP programs considered by educators seeking to optimize learning for health professional students in SP programs: managing SPs by operationalizing an effective program, selecting SPs by rigorously screening for suitability, preparing SPs by educating for a specific scenario, and directing SPs by leading safe and meaningful interactions. Within these components, subthemes were described, with considerable variation in approaches. Conclusions: Key structural components to SP programs were consistently described by experienced SP educators who operationalize them. A framework has been proposed to assist educators in designing high-quality SP programs that support SPs and learners. Future research is required to evaluate and refine this framework and other evidence-based resources for SP educators.

AB - Introduction: The inclusion of simulated patients (SPs) in health professional education is growing internationally. However, there is limited evidence for best practice in SP methodology. This study investigated how experienced SP educators support SPs in providing SP-based education for health professional students. Methods: Experienced SP educators were identified via relevant professional associations, peer-reviewed publications, and peer referral. Semi-structured individual interviews were conducted via telephone. Data were analyzed independently by three researchers using principles of inductive thematic analysis. Results: Four themes were identified that represent the key structural components of SP programs considered by educators seeking to optimize learning for health professional students in SP programs: managing SPs by operationalizing an effective program, selecting SPs by rigorously screening for suitability, preparing SPs by educating for a specific scenario, and directing SPs by leading safe and meaningful interactions. Within these components, subthemes were described, with considerable variation in approaches. Conclusions: Key structural components to SP programs were consistently described by experienced SP educators who operationalize them. A framework has been proposed to assist educators in designing high-quality SP programs that support SPs and learners. Future research is required to evaluate and refine this framework and other evidence-based resources for SP educators.

KW - simulation

KW - Simulation methods

KW - simulation-based education

UR - http://www.scopus.com/inward/record.url?scp=85028522651&partnerID=8YFLogxK

U2 - 10.1080/0142159X.2017.1369015

DO - 10.1080/0142159X.2017.1369015

M3 - Article

VL - 39

SP - 1159

EP - 1167

JO - Medical Teacher

JF - Medical Teacher

SN - 0142-159X

IS - 11

ER -