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An Approach to Confederate Training Within the Context of Simulation-Based Research
Mark D Adler1, Frank L Overly, Vinay M Nadkarni
1From the Pediatrics and Medical Education (M.D.A.), Northwestern University Feinberg School of Medicine, Ann & Robert H. Lurie Children's Hospital of Chicago, Chicago, IL; Hasbro Children's Hospital (F.O.), Alpert Medical School of Brown University, Providence, RI; The Children's Hospital of Philadelphia (V.M.N.), University of Pennsylvania Perelman School of Medicine, Philadelphia, PA; KidSIM-ASPIRE Simulation Research Program (J.D.), Alberta Children's Hospital University of Calgary; Montreal Children's Hospital (R.G., I.B.), McGill University, Montreal, QC, Canada; Baystate Children's Hospital (K.M.), Springfield, MA; Yale-New Haven Health (S.S), New Haven, CT; and KidSIM-ASPIRE Simulation Research Program (V.J.G., A.C.), Department of Pediatrics, Alberta Children's Hospital, Alberta Children's Hospital Research Institute University of Calgary, Calgary, AB, Canada.
Statement:
Simulation-based education often relies on confederates, who provide information or perform clinical tasks during simulation scenarios, to play roles. Although there is experience with confederates in their more routine performance within educational programs, there is little literature on the training of confederates in the context of simulation-based research. The CPR CARES multicenter research study design included 2 confederate roles, in which confederates' behavior was tightly scripted to avoid confounding primary outcome measures. In this report, we describe our training process, our method of adherence assessment, and suggest next steps regarding confederate training scholarship.