Values and value in simulated participant methodology: A global perspective on contemporary practices

Area of Science:

• Health Professions Education
• Medical Simulation
• Educational Methodology

Background:

• The article commemorates the 40th anniversary of Medical Teacher.
• It critically examines the role and terminology surrounding simulated participants (SPs) in health professions education.
• The evolution of SP-based methodology and its conceptualization is discussed.

Purpose of the Study:

• To advocate for the term "simulated participant" over "standardized patient."
• To reflect on contemporary practices in SP-based learning, focusing on values and value-based learning.
• To highlight advancements in SP practitioner standards and community development.

Main Methods:

• A critical reflection on the language and practice of simulated participants.
• Analysis of educational design phases (learning objectives, scenario design, implementation, feedback, debriefing) within SP methodology.
• Review of contemporary practices and relational issues in SP-based learning.

Main Results:

• The study argues for a shift in terminology from "standardized" to "simulated" participants.
• It acknowledges the dominant role of SPs as patients and the methodology's origins.
• Recent standards for SP practitioners are recognized as a significant development.

Conclusions:

• The conceptualization of SP-based methodology has evolved, impacting practice.
• Relational issues within SP educational design phases require further attention and reporting.
• Contemporary global SP practitioner practices are celebrated, likened to a "murmuration."