The pillars of well-constructed simulated patient programs: A qualitative study with experienced educators

Abstract

Introduction: The inclusion of simulated patients (SPs) in health professional education is growing internationally. However, there is limited evidence for best practice in SP methodology. This study investigated how experienced SP educators support SPs in providing SP-based education for health professional students.

Methods: Experienced SP educators were identified via relevant professional associations, peer-reviewed publications, and peer referral. Semi-structured individual interviews were conducted via telephone. Data were analyzed independently by three researchers using principles of inductive thematic analysis.

Results: Four themes were identified that represent the key structural components of SP programs considered by educators seeking to optimize learning for health professional students in SP programs: managing SPs by operationalizing an effective program, selecting SPs by rigorously screening for suitability, preparing SPs by educating for a specific scenario, and directing SPs by leading safe and meaningful interactions. Within these components, subthemes were described, with considerable variation in approaches.

Conclusions: Key structural components to SP programs were consistently described by experienced SP educators who operationalize them. A framework has been proposed to assist educators in designing high-quality SP programs that support SPs and learners. Future research is required to evaluate and refine this framework and other evidence-based resources for SP educators.

Acknowledgements

The authors wish to acknowledge and thank Dr Tracy Denning for her opinions and feedback regarding the framework of strategies for SP educators.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Glossary

Simulation-based education (SBE): The development of clinical skills and behaviors of health professionals in environments that simulate clinical settings or scenarios (Cleland et al. 2016).

Simulated patient program: A formalized approach to the operationalization of the components required for SP-based health professional education.

Notes on contributors

Shane Pritchard, BPhysio, MPhil candidate, is a physiotherapist with interests in health professional education and research, especially SP methodology. Mr Pritchard was involved in study concept and design, data collection and analysis, and coordinated preparation of the manuscript.

Felicity Blackstock, Associate Professor, BPhysio(Hons), PhD, has expertise is in simulation methodology for physiotherapy education, including SPs, validation of simulation for assessment, and curriculum design. Dr Blackstock was involved in study concept and design, data analysis, and preparation of the manuscript.

Jenny Keating, Professor, BAppSc, PGDip Manip Physiotherapy, PhD, is a researcher and physiotherapy educator interested in evidence-based education and assessment. Emeritus Professor Keating was involved in study concept and design and preparation of the manuscript.

Debra Nestel, Professor, PhD, FSSH, is a researcher and educationalist interested in healthcare simulation and faculty development. She has a particular focus on human-based and surgical simulation. Professor Nestel was involved in study concept and design, data analysis, and preparation of the manuscript.

Additional information

Funding

This project was supported by funding from Health Workforce Australia (CTR12-010).