Developing authentic clinical simulations for effective listening and communication in pediatric rehabilitation service delivery

Abstract

Purpose: To describe the creation and validation of six simulations concerned with effective listening and interpersonal communication in pediatric rehabilitation. Methods and findings: The simulations involved clinicians from various disciplines, were based on clinical scenarios related to client issues, and reflected core aspects of listening/communication. Each simulation had a key learning objective, thus focusing clinicians on specific listening skills. The article outlines the process used to turn written scenarios into digital video simulations, including steps taken to establish content validity and authenticity, and to establish a series of videos based on the complexity of their learning objectives, given contextual factors and associated macrocognitive processes that influence the ability to listen. A complexity rating scale was developed and used to establish a gradient of easy/simple, intermediate, and hard/complex simulations. Conclusions: The development process exemplifies an evidence-based, integrated knowledge translation approach to the teaching and learning of listening and communication skills.

• Communication skills
• digital videos
• fidelity
• listening
• pediatric rehabilitation
• scenario
• simulation

Acknowledgements

We thank Madhu Pinto for her assistance as the project research coordinator, Greg Vanden Kroonenberg for taping and editing the digital videos, and Darlene Hubley for her advice on project design.

Declaration of interest

The authors report no declaration of interest. This study was supported by funding from a SIM-one Simulation Research and Innovation Grant and by Holland Bloorview Kids Rehabilitation Hospital. We thank Thames Valley Children’s Centre, Western University, Holland Bloorview Kids Rehabilitation Hospital, and the University of Toronto’s Standardized Patient Program for their in-kind support of the project.