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Title: Values and value in simulated participant methodology: A global perspective on contemporary practices.
Authors: Nestel, Debra;McNaughton, N;Smith, C;Schlegel, C;Tierney, T
Affiliation: Department of Surgery, Austin Health, The University of Melbourne, Heidelberg, Victoria, Australia
Monash Institute for Health and Clinical Education, Monash University, Clayton, Australia
The Michener Institute of Education at UHN, Toronto, Canada
Division of Training and Simulation, Baycrest Health Sciences, Toronto, Canada
Skillslab, Berner Bildungszentrum Pflege, Bern, Switzerland
Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
Issue Date: Jul-2018
EDate: 2018-05-25
Citation: Medical teacher 2018; 40(7): 697-702
Abstract: This article has been written for the 40th year of the publication of Medical Teacher. While we celebrate the contribution of simulated participants (SPs) to health professions education through values and value-based learning, we also offer critical reflection on elements of our practice, commencing with language. We argue for the use of the term simulated rather than standardized and acknowledge the dominant role of the SP as patient and the origins of the methodology. These shifts in terms and their implications in practice reflect changes in the conceptualization of SP-based methodology. Recently published standards for those who work with SPs (SP practitioners) are noted as an important milestone in our community's development. We consider contemporary practices addressing the complex notions of values and value in SP-based learning. We simultaneously refer to the work of SPs and SP practitioners. Phases of educational design including identifying learning objectives, scenario design, implementation, feedback and debriefing are used to illustrate methodological shifts. Within each of these phases, there are relational issues that have to date often gone unchecked and are under reported in literature. Finally, using the metaphor of a murmuration, we celebrate contemporary practices of the global SP practitioner community.
DOI: 10.1080/0142159X.2018.1472755
ORCID: 0000-0003-2941-2298
PubMed URL: 29798709
Type: Journal Article
Appears in Collections:Journal articles

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