https://orcid.org/0000-0002-4886-9691
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Abstract
Background
Providing feedback is a key aspect of simulated participants’ (SPs) educational work. In teaching contexts, the ability to provide feedback to learners is central to their role. Suboptimal feedback practices may deny learners the valuable feedback they need to learn and improve. This scoping review systematically maps the evidence related to SPs’ role as educators and identifies how SPs prepare for their role and feedback practices.
Methods
The authors conducted a scoping review and included a group of international stakeholders with experience and expertise in SP methodology. Five online databases were systematically searched and ERIC, MedEdPortal and MedEdPublish were hand searched to identify relevant studies. Inclusion/exclusion criteria were developed. Data screening and subsequently data charting were performed in pairs. The results of data charting were thematically analysed including categories relating to the Association of SP Educators (ASPE) Standards of Best Practice (SOBP).
Results
From 8179 articles identified for the title and abstract screening, 98 studies were included. Studies reported the benefit of SPs’ authentic role portrayal and feedback interactions for learners and on the reported learning outcomes. Data was heterogeneous with a notable lack of consistency in the detail regarding the scenario formats for communication skills training interventions, SP characteristics, and approaches to training for feedback and role portrayal.
Conclusions
The published literature has considerable heterogeneity in reporting how SPs are prepared for role portrayal and feedback interactions. Additionally, our work has identified gaps in the implementation of the ASPE SOBP, which promotes effective SP-learner feedback interactions. Further research is required to identify effective applications of SP methodology to prepare SPs for their role as educators.
Acknowledgements
The authors would like to acknowledge the international networks of SP Educators including members of the Association of SP Educators (ASPE) and the Association for Simulated Practice in Healthcare (ASPiH) and especially those SP Educators who shared their training materials with the review team. The authors would also like to thank members of BEME Editorial Board and the BEME International Collaborating Centre for their expertise in recommendations throughout the course of this review.
Disclosures
The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.
Additional information
Funding
Notes on contributors
Andrea J. Doyle
Dr Andrea Doyle, BSc Hons (Physics), PGDip MedPhys, PGDipHPE, PhD, is an Educationalist, a Medical Physicist, and a Senior Research Fellow at the RCSI SIM Centre for Simulation Education and Research at RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Clare Sullivan
Ms Clare Sullivan, BE, MSc, CEng MIEI, Cert (Simulated and Standardized Patients), is a Researcher at the RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Michelle O'Toole
Ms Michelle O’Toole, BSc, PGDip, MA, CCISM, is a Researcher and Teacher Practitioner at the RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Anna Tjin
Ms Anna Tjin, BS, MSc, is a Research Assistant at the RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Anastasija Simiceva
Ms Anastasija Simiceva, BSocSc, MSc, is a Research Assistant at the RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Naoise Collins
Dr Naoise Collins, BEd, MSc, PhD, is a Lecturer in the Department of Visual & Human Centred Computing, Dundalk Institute of Technology, Co. Louth, Ireland.
Paul Murphy
Mr Paul Murphy, MLIS, is an Information Specialist, at the RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Michael J. Anderson
Dr Michael J Anderson, PhD, is a Simulated Participant at the RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Claire Mulhall
Dr Claire Mulhall BA, DMS, PhD, is the Research Programme Manager at the RCSI SIM Centre for Simulation Education and Research at RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Claire Condron
Dr Claire Condron, BSc, PhD, MBA, is the Director of Simulation Education at the RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland.
Debra Nestel
Prof. Debra Nestel, AM, PhD FAcadMEd FSSH, is a Professor of Simulation Education in Healthcare at the School of Clinical Sciences, Monash University, Australia, and a Professor of Surgical Education at the Department of Surgery, University of Melbourne, Australia.
Robert MacAulay
Mr Robert MacAulay, MMHPE, CHSE, is the Director of Simulation Education at the University of California San Diego, School of Medicine, La Jolla, California, USA.
Nancy McNaughton
Dr Nancy McNaughton, MEd, PhD, is an Education Scholar at the Wilson Centre for Research in Education, Dalla Lana School of Public Health, University of Toronto, Toronto, Canada.
Frank Coffey
Prof Frank Coffey MB DCH MMedSci MRCPI FRCSEd FFSEM FRCEM, is an Honorary Professor and the Director of DREEAM (Department of Research and Education in Emergency medicine, Acute medicine and Major trauma) at Nottingham University Hospitals’ NHS Trust, UK.
Walter Eppich
Prof. Walter Eppich, MD, PhD, FSSH, is the Professor and Chair of the RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences Ireland.