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The Development and Implementation of a Simulated Patient Resource for Teaching and Assessment in Optometry Low
Marek Karas1, Natalie Lucas1, Barbara Ryan1
1School of Optometry and Vision Sciences, Cardiff University, Cardiff, UK.
Purpose:
To report on the development, evaluation, and acceptability of a simulated patient resource designed for teaching and assessment in low vision rehabilitation. The findings aim to inform possible future integration of this method into optometric education.
Methods:
In response to COVID-19 restrictions, a simulated patient resource was developed to allow students undertaking the practical elements of postgraduate modules in low vision practice at Cardiff University to complete their training. Using a mixed methods case study approach, the evaluation examined perspectives from students, assessors, and simulated patients, to establish if there was a consensus of opinion on its use. The study did not seek to demonstrate educational impact or validate SiP against existing methods.
Results:
Five assessors, five simulated patients and seven students completed evaluations. Both assessors and students broadly accepted the method for both teaching and assessment, with mean scores across all groups ranging from 7.3 to 9.6 on a 1-10 scale (where 1 indicated very poor acceptance and 10 excellent acceptance). The discussion and establishing magnification elements of the encounter were the least well accepted. Simulated patients found the level of preparation for the role adequate. There were no significant differences between Likert scores between assessors and students in both the teaching and assessment sessions. Thematic analysis of free text comments showed in the main positive responses, with all groups highlighting the benefits of detailed scenarios and pre-session training. The method was acceptable to the professional governing and accrediting body, the College of Optometrists.
Conclusion:
Implementing a guideline-compliant simulated patient resource for high-stakes assessment requires significant time and resources. Our single cohort analysis indicates broad acceptance amongst assessors and students. Further research is needed to evaluate its educational impact across a wider range of scenarios and competencies while also further assessing its validity. Though simulated patients offer a viable alternative for teaching and assessing low vision practice, real patient encounters remain preferable.
