How simulated patients contribute to student learning in an authentic way, an interview study

Area of Science:

• Medical Education
• Communication Skills Training
• Healthcare Simulation

Background:

• Simulated patients (SPs) are crucial for teaching communication skills and improving learning outcomes.
• Previous research primarily examined SP feedback post-encounter, neglecting their role during interactions.
• Understanding SPs' self-perceived contributions during SP-student encounters is vital.

Purpose of the Study:

• To explore simulated patients' perspectives on their contribution to meaningful student learning during SP-student encounters.
• To identify how SPs perceive their role in facilitating student development in real-time interactions.

Main Methods:

• Conducted in-depth, semi-structured interviews with fifteen simulated patients.
• Utilized thematic analysis to interpret interview data on SPs' views of student learning experiences.

Main Results:

• SPs perceive their contribution from collective and individual perspectives.
• Collectively, SPs value the variety of encounters students experience over time.
• Individually, SPs act as the patient, a teaching aid, and as individuals with personal experiences, with varying ratios.

Conclusions:

• Authentic SP-student encounters are optimized when SP variation is valued.
• SPs should be permitted to engage from multiple positions: role description, teaching aid, and personal experience.
• This approach enhances meaningful student learning through genuine interactions.