When Play Reveals the Ache: Introducing Co-constructive Patient Simulation for Narrative Practitioners in Medical...

Area of Science:

• Medical Education
• Health Humanities
• Simulation Theory

Background:

• Healthcare simulation and health humanities remain separate educational domains.
• Simulation lacks integration with narrative medicine and health humanities concepts.
• Learners need enhanced understanding of patient experience beyond clinical skills.

Purpose of the Study:

• To bridge healthcare simulation and health humanities through narrative competence.
• To reframe narrative competence using adaptive leadership challenges.
• To introduce Co-constructive Patient Simulation (CCPS) for integrated learning.

Main Methods:

• Redescribed narrative competence using Heifetz's adaptive leadership model (technical vs. adaptive challenges).
• Introduced Co-constructive Patient Simulation (CCPS) framework.
• Utilized learner experiences across CCPS's three movements: resensing, retelling, and retooling.

Main Results:

• Demonstrated how simulated patients can support narrative work via case study formulation and enactment.
• Highlighted affinities and divergences between narrative medicine, narrative competence models, and adaptive leadership.
• Showcased CCPS's potential to enrich learners' self-understanding and narrative skills.

Conclusions:

• CCPS offers a novel approach to integrate simulation and humanities in medical education.
• Reframing narrative competence through adaptive leadership enhances learning in simulation.
• The CCPS model fosters deeper understanding of patient experience and narrative skills.