Involving Patients Throughout Sensitive Simulation.

Area of Science:

• Health Professions Education
• Simulation-Based Learning
• Patient-Centred Care

Background:

• People with lived experience (PLE) are increasingly involved in health professions education, but their roles in simulation are often limited.
• This study investigated the impact of comprehensive PLE involvement in designing and delivering a pharmacy simulation focused on pre-exposure prophylaxis (PrEP) and sexual/gender diversity.

Purpose of the Study:

• To explore how PLE involvement shapes pharmacy students' learning about inclusive, person-centred communication.
• To assess the impact on students' understanding and confidence in managing consultations involving stigma and marginalisation related to sexual health and gender diversity.

Main Methods:

• A simulation involving a non-binary patient and PrEP was integrated into a third-year pharmacy course.
• Six PLE informed learning objectives, scenario design, and debriefing; one PLE trained actors, observed, and participated in debriefings.
• A mixed-methods approach, including surveys (n=109) and interviews (n=14), was used to assess the impact.

Main Results:

• Survey data showed increased student confidence in PrEP care and high appreciation for PLE involvement (93% agreed it enriched learning).
• Interviews revealed that PLE involvement demystified stigmatised topics, fostered self-reflection, and enhanced realism and psychological safety.
• Students reported feeling better prepared for consultations involving sensitive topics.

Conclusions:

• Comprehensive PLE involvement in simulation design and delivery effectively reduces stigma and promotes inclusive communication.
• This approach enhances the authenticity of health education scenarios and better prepares students for diverse patient interactions.
• The model can be adapted for other sensitive health topics to amplify the patient's voice in education.