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Mitchell A. Simulated patients. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2023; 32:1070. [PMID: 38060391 DOI: 10.12968/bjon.2023.32.22.1070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/18/2023]
Affiliation(s)
- Aby Mitchell
- Senior Lecturer in Nursing Education, Department of Adult Nursing, Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London
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Kennedy AB, Riyad CNY, Ellis R, Fleming PR, Gainey M, Templeton K, Nourse A, Hardaway V, Brown A, Evans P, Natafgi N. Evaluating a Global Assessment Measure Created by Standardized Patients for the Multiple Mini Interview in Medical School Admissions: Mixed Methods Study. J Particip Med 2022; 14:e38209. [PMID: 36040776 PMCID: PMC9472042 DOI: 10.2196/38209] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2022] [Revised: 07/19/2022] [Accepted: 08/03/2022] [Indexed: 11/15/2022] Open
Abstract
Background Standardized patients (SPs) are essential stakeholders in the multiple mini interviews (MMIs) that are increasingly used to assess medical school applicants’ interpersonal skills. However, there is little evidence for their inclusion in the development of instruments. Objective This study aimed to describe the process and evaluate the impact of having SPs co-design and cocreate a global measurement question that assesses medical school applicants’ readiness for medical school and acceptance status. Methods This study used an exploratory, sequential, and mixed methods study design. First, we evaluated the initial MMI program and determined the next quality improvement steps. Second, we held a collaborative workshop with SPs to codevelop the assessment question and response options. Third, we evaluated the created question and the additional MMI rubric items through statistical tests based on 1084 applicants’ data from 3 cohorts of applicants starting in the 2018-2019 academic year. The internal reliability of the MMI was measured using a Cronbach α test, and its prediction of admission status was tested using a forward stepwise binary logistic regression. Results Program evaluation indicated the need for an additional quantitative question to assess applicant readiness for medical school. In total, 3 simulation specialists, 2 researchers, and 21 SPs participated in a workshop leading to a final global assessment question and responses. The Cronbach α’s were >0.8 overall and in each cohort year. The final stepwise logistic model for all cohorts combined was statistically significant (P<.001), explained 9.2% (R2) of the variance in acceptance status, and correctly classified 65.5% (637/972) of cases. The final model consisted of 3 variables: empathy, rank of readiness, and opening the encounter. Conclusions The collaborative nature of this project between stakeholders, including nonacademics and researchers, was vital for the success of this project. The SP-created question had a significant impact on the final model predicting acceptance to medical school. This finding indicates that SPs bring a critical perspective that can improve the process of evaluating medical school applicants.
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Affiliation(s)
- Ann Blair Kennedy
- Biomedical Sciences Department, School of Medicine Greenville, University of South Carolina, Greenville, SC, United States
- Patient Engagement Studio, University of South Carolina, Greenville, SC, United States
- Family Medicine Department, Prisma Health, Greenville, SC, United States
| | - Cindy Nessim Youssef Riyad
- School of Medicine Greenville, University of South Carolina, Greenville, SC, United States
- Hospital Based Accreditation, Accreditation Council of Graduate Medical Education, Chicago, IL, United States
| | - Ryan Ellis
- School of Medicine Greenville, University of South Carolina, Greenville, SC, United States
| | - Perry R Fleming
- Patient Engagement Studio, University of South Carolina, Greenville, SC, United States
- School of Medicine Columbia, University of South Carolina, Columbia, SC, United States
| | - Mallorie Gainey
- School of Medicine Greenville, University of South Carolina, Greenville, SC, United States
| | - Kara Templeton
- Prisma Health-Upstate Simulation Center, School of Medicine Greenville, University of South Carolina, Greenville, SC, United States
| | - Anna Nourse
- Patient Engagement Studio, University of South Carolina, Greenville, SC, United States
| | - Virginia Hardaway
- Admissions and Registration, School of Medicine Greenville, University of South Carolina, Greenville, SC, United States
| | - April Brown
- Prisma Health-Upstate Simulation Center, School of Medicine Greenville, University of South Carolina, Greenville, SC, United States
| | - Pam Evans
- Patient Engagement Studio, University of South Carolina, Greenville, SC, United States
- Prisma Health-Upstate Simulation Center, School of Medicine Greenville, University of South Carolina, Greenville, SC, United States
| | - Nabil Natafgi
- Patient Engagement Studio, University of South Carolina, Greenville, SC, United States
- Health Services, Policy, Management Department, Arnold School of Public Health, University of South Carolina, Columbia, SC, United States
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Murphy P, Nestel D. Healthcare simulation terms: promoting critical reflection. Simul Healthc 2022. [DOI: 10.54531/mhgi6358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Affiliation(s)
- Paul Murphy
- School of Arts, English, and Languages, Queen's University Belfast, Belfast, UK
| | - Debra Nestel
- School of Clinical Sciences, Monash University, Clayton, Australia
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Manning ML, Jack D, Wheeler L, Okupniak C, Pogorzelska-Maziarz M. Effect of a virtual simulated participant experience on antibiotic stewardship knowledge among pre-licensure baccalaureate nursing students: A pilot study. NURSE EDUCATION TODAY 2022; 113:105362. [PMID: 35421783 DOI: 10.1016/j.nedt.2022.105362] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2021] [Revised: 02/23/2022] [Accepted: 04/01/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Antibiotic resistant infections are a growing global public health threat poised to render antibiotics ineffective in treating even the most common infectious diseases. It is essential that future nurses have the knowledge and skills to keep patients safe from antibiotic harm in all health care settings, however, studies indicate that there is limited education provided in nursing schools regarding antibiotic use, antibiotic resistance, and antibiotic stewardship nursing practices. OBJECTIVE Evaluate the effect of a virtual, scenario-based simulation experience using simulated participants on pre-licensure baccalaureate nursing students' antibiotic, antibiotic resistance, and antibiotic stewardship nursing practice knowledge. METHODS A quasi-experiential repeated measure pre-posttest design was used with a convenience sample of 165 pre-licensure baccalaureate nursing students enrolled in a health promotion course at a private university in the northeast region of the United States. The NLN Jeffries Simulation Theory guided the virtual simulation experience and used simulated participants methodology. RESULTS All students participated in the simulation experience. Statistically significant increases were noted (p < 0.005) in antibiotic, antibiotic use, and antibiotic resistance knowledge between the pre and post surveys. The most significant changes were in knowledge of antibiotic stewardship nursing practices. CONCLUSION Integration of virtual, scenario-based simulations provided students an active learning opportunity to practice antibiotic stewardship assessment and practice skills through real life-like situational experiences with simulated participants, resulting in improved antibiotic, antibiotic resistance, and antibiotic stewardship knowledge.
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Affiliation(s)
- Mary Lou Manning
- Thomas Jefferson University, Jefferson College of Nursing, 901 Walnut St., Philadelphia, PA 19107, United States of America.
| | - David Jack
- Thomas Jefferson University, Jefferson College of Nursing, 130 South Ninth St, Philadelphia, PA 19107, United States of America
| | - Lori Wheeler
- Thomas Jefferson University, Jefferson College of Nursing, 130 South Ninth St, Philadelphia, PA 19107, United States of America
| | - Carol Okupniak
- Thomas Jefferson University, Jefferson College of Nursing, 130 South Ninth St, Philadelphia, PA 19107, United States of America
| | - Monika Pogorzelska-Maziarz
- Thomas Jefferson University, Jefferson College of Nursing, 130 South Ninth St, Philadelphia, PA 19107, United States of America
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Bank I, Rasenberg EMC, Makkenze-Mangold SH, Nelissen S, van Wijngaarden J, Lovink AG, Rethans JJ. Fifteen simulated patient working formats to use in communication skills training: Report of a survey. MEDICAL TEACHER 2021; 43:1391-1397. [PMID: 34243697 DOI: 10.1080/0142159x.2021.1948522] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
OBJECTIVE Simulated and standardized patients (SPs) are increasingly being used in communication skills training for healthcare professionals' education. Despite this broad use of SPs, there is no recent literature with an overview on SP working formats being used. We ran a study to fill this gap. METHODS First, a survey on formats on the use of SPs in various curricula for education of healthcare professionals in Belgium and The Netherlands was run by members of the Dutch Association of Medical Education Special Interest Group on Simulated and Standardized patients (SIG-NL/B). Then the SIG-NL/B organized a national workshop where professionals working with or interested in SPs were invited to come forward with SP working formats they used. They were also asked to provide relevant details about the use. Finally, the outcomes of these two phases were combined. RESULTS Fifteen SP working formats were found. Six of them were described before. The details of all formats are listed and discussed. CONCLUSION We categorised 15 SP working formats. The choice to use a particular format is mainly based on the learning objectives of the session involved and the expertise at hand.
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Affiliation(s)
- Ivan Bank
- Department of Transfusion Medicine, Sanquin Blood Bank, Amsterdam, The Netherlands
| | - Ellemieke M C Rasenberg
- Department of Primary and Community Care, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Sara H Makkenze-Mangold
- Center for Innovation in Medical Education, Leiden University Medical Center, Leiden, The Netherlands
| | - Sandy Nelissen
- Skillslab, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | | | | | - Jan-Joost Rethans
- Skillslab, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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Martin A, de Carvalho Filho MA, Jaarsma D, Duvivier R. Making It Real: From Telling to Showing, Sharing, and Doing in Psychiatric Education. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1379-1388. [PMID: 34876866 PMCID: PMC8643127 DOI: 10.2147/amep.s336779] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/30/2021] [Accepted: 09/21/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE Innovations in contemporary medical education could inform remedies to address enduring challenges such as the marginalization and stigmatization of psychiatry, of mental illnesses, and of those affected by them. METHODS In blending the works of Bleakley, Bligh, and Brown (2011) and of Kumagai and Naidu (2015), we developed an overarching heuristic with practical relevance and concrete applications to psychiatric education. RESULTS We identify three areas to enhance psychiatric education embedded into this blended framework: 1) Showing, or the more accurate depiction or imaging of mental illnesses and of psychiatric practice, as exemplified by the incorporation into didactic content of asynchronous video-based clinical materials produced with specific educational objectives in mind; 2) Sharing, or addressing the image problem of mental illnesses, of those living with or affected by them, and of psychiatry as a profession, as exemplified by psychiatrists embracing their role as experts by professional and personal experience when sharing their own journeys with mental illness, treatment, and recovery; and 3) Doing, or reimagining reflective psychiatric practice, as exemplified by the novel methodology of co-constructive patient simulation (CCPS), through which learners can engage in reflective practice and supervision in a participatory and democratic setting that does not privilege participants' hierarchical standing. CONCLUSION The blended model and the sample applications we describe offer a range of teaching, learning, and professional development opportunities, should psychiatric educators choose to pursue them and reap their promise.
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Affiliation(s)
- Andrés Martin
- Child Study Center, Yale School of Medicine, New Haven, CT, USA
- Simulated Participant Program, Teaching and Learning Center, Yale School of Medicine, New Haven, CT, USA
- Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, Groningen, the Netherlands
| | - Marco A de Carvalho Filho
- Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, Groningen, the Netherlands
- School of Medical Sciences, University of Minho, Braga, Portugal
| | - Debbie Jaarsma
- Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, Groningen, the Netherlands
- Faculty of Veterinary Medicine, University of Utrecht, Utrecht, the Netherlands
| | - Robbert Duvivier
- Center for Educational Development and Research in Health Sciences (CEDAR), Lifelong Learning, Education and Assessment Research Network (LEARN), University Medical Center Groningen, Groningen, the Netherlands
- Parnassia Psychiatric Institute, The Hague, the Netherlands
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Rieffestahl AM, Risør T, Mogensen HO, Reventlow S, Morcke AM. Ignitions of empathy. Medical students feel touched and shaken by interacting with patients with chronic conditions in communication skills training. PATIENT EDUCATION AND COUNSELING 2021; 104:1668-1673. [PMID: 33376009 DOI: 10.1016/j.pec.2020.12.015] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2020] [Revised: 12/11/2020] [Accepted: 12/15/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVE To explore what and how medical students learn from patients with chronic conditions in the context of communication skills training. METHODS Semi-structured interviews and focus groups with 32 medical students. Interviews were recorded, transcribed, analyzed inductively and organized into four main narrative themes. RESULTS Learning from patients provided medical students opportunities to see the world through the patients' eyes, understand the diversity of patients' needs, and recognize the importance of matching patients' and doctors' perspectives. Consequently, students expressed emotional responses on challenges in interactions with the patients related to performing the role as 'medical expert'. Difficulty empathizing became visible in the students' interaction with patients. CONCLUSION The patients' authentic contributions provided the students with unique opportunities to engage with their own emotions and capacity for empathy. However, for students to benefit from this affective practical training, they need guidance to balance professional and personal aspects in encounters. There is a need to introduce the 'doctor as person' in medical education. PRACTICE IMPLICATIONS Patients with chronic conditions strengthen students' learning of empathy as part of transformative learning. Doing so with patients is a challenging way of learning. Thus, faculty and educators must provide explicit guidance for students to benefit.
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Affiliation(s)
- Anne Marie Rieffestahl
- Copenhagen Academy for Medical Education and Simulation, the Capital Region of Denmark, Denmark; Section of General Practice and the Research Unit for General Practice, Department of Public Health, Faculty of Health and Medical Science, University of Copenhagen, Denmark.
| | - Torsten Risør
- Section of General Practice and the Research Unit for General Practice, Department of Public Health, Faculty of Health and Medical Science, University of Copenhagen, Denmark; Department of Community Medicine, Faculty of Health Sciences, UiT The Arctic University of Norway, Norway
| | - Hanne O Mogensen
- Department of Anthropology, Faculty of Social Science, University of Copenhagen, Denmark
| | - Susanne Reventlow
- Section of General Practice and the Research Unit for General Practice, Department of Public Health, Faculty of Health and Medical Science, University of Copenhagen, Denmark
| | - Anne Mette Morcke
- Copenhagen Academy for Medical Education and Simulation, the Capital Region of Denmark, Denmark
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Ní Chianáin L, Fallis R, Johnston J, McNaughton N, Gormley G. Nothing about me without me: a scoping review of how illness experiences inform simulated participants’ encounters in health profession education. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2021; 7:611-616. [DOI: 10.1136/bmjstel-2021-000886] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Accepted: 05/28/2021] [Indexed: 11/04/2022]
Abstract
BackgroundPerson-centred simulation in health professions education requires involvement of the person with illness experience.ObjectiveTo investigated how real illness experiences inform simulated participants’ (SP) portrayals in simulation education using a scoping review to map literature.Study selectionArksey and O’Malley’s framework was used to search, select, chart and analyse data with the assistance of personal and public involvement. MEDLINE, Embase, CINAHL, Scopus and Web of Science databases were searched. A final consultation exercise was conducted using results.Findings37 articles were within scope. Reporting and training of SPs are inconsistent. SPs were actors, volunteers or the person with the illness experience. Real illness experience was commonly drawn on in communication interactions. People with illness experience could be directly involved in various ways, such as through conversation with an SP, or indirectly, such as a recording of heart sounds. The impact on the learner was rarely considered.ConclusionAuthentic illness experiences help create meaningful person-centred simulation education. Patients and SPs may both require support when sharing or portraying illness experience. Patients’ voices profoundly enrich the educational contributions made by SPs.
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Picketts L, Warren MD, Bohnert C. Diversity and inclusion in simulation: addressing ethical and psychological safety concerns when working with simulated participants. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2021; 7:590-599. [DOI: 10.1136/bmjstel-2020-000853] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2020] [Revised: 02/19/2021] [Accepted: 04/07/2021] [Indexed: 11/03/2022]
Abstract
Healthcare learners can gain necessary experience working with diverse and priority communities through human simulation. In this context, simulated participants (SPs) may be recruited for specific roles because of their appearance, lived experience or identity. Although one of the benefits of simulation is providing learners with practice where the risk of causing harm to patients in the clinical setting is reduced, simulation shifts the potential harm from real patients to SPs. Negative effects of tokenism, misrepresentation, stereotyping or microaggressions may be amplified when SPs are recruited for personal characteristics or lived experience. Educators have an ethical obligation to promote diversity and inclusion; however, we are also obliged to mitigate harm to SPs.The goals of simulation (fulfilling learning objectives safely, authentically and effectively) and curricular obligations to address diverse and priority communities can be in tension with one another; valuing educational benefits might cause educators to deprioritise safety concerns. We explore this tension using a framework of diversity practices, ethics and values and simulation standards of best practice. Through the lens of healthcare ethics, we draw on the ways clinical research can provide a model for how ethical concerns can be approached in simulation, and suggest strategies to uphold authenticity and safety while representing diverse and priority communities. Our objective is not to provide a conclusive statement about how values should be weighed relative to each other, but to offer a framework to guide the complex process of weighing potential risks and benefits when working with diverse and priority communities.
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"It's Not an Acting Job … Don't Underestimate What a Simulated Patient Does": A Qualitative Study Exploring the Perspectives of Simulated Patients in Health Professions Education. Simul Healthc 2020; 15:21-29. [PMID: 31743313 DOI: 10.1097/sih.0000000000000400] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
Abstract
INTRODUCTION Simulated patients (SPs) are individuals who have learned to realistically portray patient roles in health professional education. Program recommendations are increasing for simulation programs, and as key stakeholders, SPs' perspectives seem underrepresented. The aim of the study was to explore the experiences, perspectives, and practices of SPs to gain insights on topics of importance to SPs and inform program recommendations. METHODS An interpretivist research paradigm and qualitative design were adopted. Eighteen SPs participated in 2 focus groups that were audio recorded, transcribed, and deidentified. Three researchers completed inductive thematic analysis. Institutional ethical approval was obtained. RESULTS Three themes represented the different elements of SP practice: becoming and being a SP, preparing for a SP role, and performing a SP role. Simulated patients identify as educated specialists with unique responsibilities and attributes. Simulated patients are committed to representing the perspectives of real patients, while simultaneously supporting learners and educators. Simulated patients can feel unprepared to perform a role but have innovated responsive strategies. CONCLUSIONS Simulated patients considered 3 primary aspects to their practice and shared ways that they might be well supported. Simulated patients represent a community of practice, characterized by mutual engagement, joint enterprise, and a shared repertoire. Ongoing SP input in SP programs may benefit SPs and lead to higher-quality educational experiences for learners.
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Pritchard SA, Keating JL, Nestel D, Blackstock FC. Physiotherapy students can be educated to portray realistic patient roles in simulation: a pragmatic observational study. BMC MEDICAL EDUCATION 2020; 20:471. [PMID: 33243213 PMCID: PMC7689969 DOI: 10.1186/s12909-020-02382-0] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/29/2019] [Accepted: 11/19/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Simulation-based education (SBE) has many benefits for learners, but costs can limit embedding SBE in health professional curricula. Peer simulation involves students portraying patient roles, and may reduce costs while still providing the benefits of other SBE experiences. However, the quality of the SBE may be impacted if students cannot portray authentic and realistic patient roles. The aim of this study was to investigate whether targeted education was associated with observable changes to physiotherapy students' abilities to portray patient roles in SBE. METHODS Second year pre-registration physiotherapy students (n = 40) participated. Students completed online and face-to-face education about SBE, patient portrayal skills, and how to portray a specific patient role. Students were video-recorded portraying patient roles in practical exams before and after the program. Three blinded independent assessors rated the overall quality of portrayals using a purpose-developed assessment instrument. RESULTS Twenty-three sets of pre- and post-program videos were analysed. Correlations between assessor scores spanned 0.62 to 0.82 for analyses of interest, which justified using average assessor ratings in analysis. Statistically significant higher scores were seen for post-program assessments for overall portrayal scores (mean difference 6.5, 95%CI [1.51-11.45], p = 0.013), accuracy (mean difference 3.4, 95%CI [0.69-6.13], p = 0.016) and quality (mean difference 3.1, 95%CI [0.64-5.49], p = 0.016). CONCLUSIONS Physiotherapy students appear capable of playing realistic patient roles. Peer simulation can be embedded into health professional programs, and education in patient role portrayal appears to be associated with improvements in portrayal quality and realism. Given these findings, further investigation, including testing program effects in a randomised study, is warranted.
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Affiliation(s)
- Shane A. Pritchard
- Department of Physiotherapy, Monash University, Moorooduc Highway, Frankston, Victoria 3199 Australia
| | - Jennifer L. Keating
- Department of Physiotherapy, Monash University, Moorooduc Highway, Frankston, Victoria 3199 Australia
| | - Debra Nestel
- Monash Institute for Health and Clinical Education (MIHCE), Monash University, Clayton, Victoria Australia
- Department of Surgery, University of Melbourne, Parkville, Victoria Australia
| | - Felicity C. Blackstock
- School of Science and Health, Western Sydney University, Campbelltown, New South Wales Australia
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Nestel D, Murphy P, Ni Chianain L, Gormley G. 'They're called what?'. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2020; 7:270. [PMID: 35516834 DOI: 10.1136/bmjstel-2020-000735] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2020] [Accepted: 08/21/2020] [Indexed: 11/04/2022]
Affiliation(s)
- Debra Nestel
- Monash Institute for Health and Clinical Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia
| | - Paul Murphy
- School of Arts, English and Languages, Queen's University Belfast, Belfast, UK
| | - Linda Ni Chianain
- Centre for Medical Education, Clinical Skills Education Centre (CSEC), Queen's University Belfast School of Medicine Dentistry and Biomedical Sciences, Ireland
| | - Gerard Gormley
- Centre for Medical Education, Clinical Skills Education Centre (CSEC), Queen's University Belfast School of Medicine Dentistry and Biomedical Sciences, Ireland
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Structured Interviewer Training for the Implementation of Standardized Behavioral Questions in Medical School Admissions. Simul Healthc 2020; 15:128-132. [PMID: 32235263 DOI: 10.1097/sih.0000000000000415] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Nestel D, Ljuhar D, Gamble A. Simulated participant methodology in paediatric surgical training: Exploring contemporary practices. Semin Pediatr Surg 2020; 29:150907. [PMID: 32423596 DOI: 10.1016/j.sempedsurg.2020.150907] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
Surgical training is long and complex. At the core of clinical practice is communication. Voice is central to relationships of care. Communication and other person-centred competencies are well articulated in surgical training programs. Simulated participant (SP) methodology has seen significant development over its contemporary history. Most commonly in paediatrics SPs portray the roles of parents. However, children and adolescents as SPs are increasingly employed to support the development and assessment of the complex concept of voice. There are specific considerations in all phases of SP-based work, and these are heightened for children and adolescents. This article explores contemporary SP practices in health professional education with a focus on paediatric surgery training.
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Affiliation(s)
- D Nestel
- Monash Institute for Health & Clinical Education, Faculty of Medicine, Nursing and Health Sciences, Monash University, Bldg. 13D, Room DG11, 35 Rainforest Walk, Clayton, VIC 3168, Australia; Department of Surgery (Austin), University of Melbourne, Heidleberg, Australia.
| | - D Ljuhar
- Department of Paediatrics, School of Clinical Sciences, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia; Department of Surgical Simulation, Monash Children's Hospital, Melbourne, Australia
| | - A Gamble
- Nursing and Midwifery, Faculty of Medicine, Nursing and Health Sciences, Monash University, Clayton, Australia
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O’Shea MC, Reeves NE, Bialocerkowski A, Cardell E. Using simulation-based learning to provide interprofessional education in diabetes to nutrition and dietetics and exercise physiology students through telehealth. Adv Simul (Lond) 2019; 4:28. [PMID: 31890319 PMCID: PMC6923831 DOI: 10.1186/s41077-019-0116-7] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2019] [Accepted: 10/10/2019] [Indexed: 12/03/2022] Open
Abstract
BACKGROUND Current workforce demands require new graduates to competently work within health care teams and often in remote settings. To better prepare students for this work, universities have spent much time developing interprofessional education (IPE) activities. The body of literature supporting IPE of allied health students is growing. Simulation-based learning with simulated patients is one platform through which IPE can be implemented in a dedicated, supported environment and potentially at scale. This study describes an interprofessional simulation-based learning experience with nutrition and dietetics and exercise physiology students. The common practice area of interacting with patients who have type 2 diabetes was targeted, and the simulation was delivered in partnership with simulated patients via a telehealth platform to allow interprofessional teams to work collaboratively in remote locations. METHODS Ten nutrition and dietetics and 13 exercise physiology students participated in a simulation module in which students observed and collaborated in the development and delivery of an interprofessional treatment plan for patients with diabetes. Learning outcomes were measured according to the first two levels of Kirkpatrick's (1994) model for training evaluation (i.e. reaction and learning), as well as the perceived impact on behaviour. RESULTS The students' confidence in communication, assessment, management and ability to work with another health professional significantly increased (p < 0.05) post-activity. Students perceived that the simulation-based learning would have a positive impact on their clinical skills and ability to work with other health professionals. Students reported that the most effective aspects of the simulation module were learning from and about each other, the opportunity for experiential learning and the supportive learning environment. However, the telehealth platform audio clarity and delay had negative impact on the learning experiences for students. CONCLUSION The overall positive results demonstrate the potential of simulation-based learning activities for preparing allied health students for working in interprofessional teams. Although remote access was possible, the telehealth platform was identified as a limiting factor to this simulation-based learning experience. However, videoconferencing technology has advanced considerably since this study. Hence, there is an opportunity to employ more reliable technology for future simulations.
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Affiliation(s)
- Marie-Claire O’Shea
- School of Allied Health Sciences, Griffith University, Gold Coast Campus, Southport, QLD 4222 Australia
| | - Nathan E. Reeves
- School of Allied Health Sciences, Griffith University, Gold Coast Campus, Southport, QLD 4222 Australia
| | - Andrea Bialocerkowski
- School of Allied Health Sciences, Griffith University, Gold Coast Campus, Southport, QLD 4222 Australia
| | - Elizabeth Cardell
- School of Allied Health Sciences, Griffith University, Gold Coast Campus, Southport, QLD 4222 Australia
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Murphy P, Nestel D, Gormley GJ. Words matter: towards a new lexicon for 'nontechnical skills' training. Adv Simul (Lond) 2019; 4:8. [PMID: 31061720 PMCID: PMC6486970 DOI: 10.1186/s41077-019-0098-5] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2018] [Accepted: 04/08/2019] [Indexed: 11/10/2022] Open
Affiliation(s)
- Paul Murphy
- Drama Studies, School of Arts, English and Languages, Queen’s University Belfast, Belfast, UK
| | - Debra Nestel
- Centre for Medical Education, Queen’s University Belfast, Belfast, UK
| | - Gerard J. Gormley
- Simulation Education in Healthcare, Monash University and Department of Surgery, University of Melbourne, Melbourne, Australia
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Nestel D, Konge L. Celebrating scholarship in healthcare simulation: Medical teacher turns 40. MEDICAL TEACHER 2018; 40:649-651. [PMID: 29944053 DOI: 10.1080/0142159x.2018.1473563] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Affiliation(s)
- Debra Nestel
- a Monash Institute for Health & Clinical Education , Monash University , Clayton , Australia
| | - Lars Konge
- b University of Copenhagen and Copenhagen Academy for Medical Education and Simulation (CAMES) , Copenhagen , Denmark
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