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How simulated patients contribute to student learning in an authentic way, an interview study.
Lovink, Annelies; Groenier, Marleen; van der Niet, Anneke; Miedema, Heleen; Rethans, Jan-Joost.
Afiliación
  • Lovink A; Department of Technical Medicine, University of Twente, Utwente, Hallenweg 5, Enchede, 75522 NH, the Netherlands. a.g.lovink@utwente.nl.
  • Groenier M; Department of Technical Medicine, University of Twente, Utwente, Hallenweg 5, Enchede, 75522 NH, the Netherlands.
  • van der Niet A; Department IQ Healthcare, Radboud University Medical Center Nijmegen, Nijmegen, the Netherlands.
  • Miedema H; Department of Technical Medicine, University of Twente, Utwente, Hallenweg 5, Enchede, 75522 NH, the Netherlands.
  • Rethans JJ; Skillslab, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, the Netherlands.
Adv Simul (Lond) ; 9(1): 4, 2024 Jan 11.
Article en En | MEDLINE | ID: mdl-38212828
ABSTRACT

INTRODUCTION:

Simulated patients (SPs) play an instrumental role in teaching communication skills and enhancing learning outcomes. Prior research mostly focused on the SP's contribution to students' learning outcomes by providing feedback afterwards. A detailed understanding of the contribution of the SP during SP-student encounters is currently lacking although the majority of the interaction between SPs and students occurs during the SP-student encounter. Therefore, this study focuses on how SPs see their contribution to meaningful student learning experiences during SP-student encounters.

METHODS:

We interviewed fifteen simulated patients from one institution. We explored their perspectives on meaningful learning experiences during SP-student encounters through in-depth, semi-structured interviews and analyzed using thematic analysis.

RESULTS:

SPs view their contribution to meaningful student learning during SP-student encounters from two perspectives. A collective perspective as a member of the community of SPs and an individual perspective. From the collective perspective, SPs believe that the fact that students deal with multiple varied SP-student encounters over time is of value for meaningful learning. From the individual perspective, we noticed that SPs think, act, and react from three different positions. First, as the patient in the role description, second, as a teaching aid and third, as an individual with personal experiences, beliefs, and values. SPs mentioned that the ratio between these different positions can vary within and between encounters.

CONCLUSIONS:

According to SPs, we should value the variation between SPs, thereby creating meaningful variation in authentic interactions in SP-student encounters. SPs should be allowed to act and react from different positions during SP-student encounters, including their role description, as teaching aid, and based on their own experiences. In this way, SP-student encounters are optimized to contribute to meaningful student learning through authenticity.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Qualitative_research Idioma: En Revista: Adv Simul (Lond) Año: 2024 Tipo del documento: Article País de afiliación: Países Bajos Pais de publicación: Reino Unido
Texto completo
Añadir a Mi BVS
Imprimir
XML
PubMed Links
Buscar en Google

Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Tipo de estudio: Qualitative_research Idioma: En Revista: Adv Simul (Lond) Año: 2024 Tipo del documento: Article País de afiliación: Países Bajos Pais de publicación: Reino Unido