how to design an educational session with standardized patients...
TRANSCRIPT
How to Design an
Educational Session with
Standardized PatientsPresented by:
Valerie Fulmer, BA;
Marie Fioravanti DNP, RN;
Adam Kukic, MA
Overview of Standardized Patients (SP)
• Discuss your experience as a learner or an
educator
• Introduction/Refresher to SP Methodology
• Practice: Designing a teaching
or testing activity utilizing SPs
• Resources
Objectives
1) Define basic components of SP
methodology
2) Outline strategies for SP activity design
for your environment
3) Identify resources
Who are SPs?
• SPs are healthy individuals trained to portray a real
patient, health professional, family member or other
individual for the purpose of education (formative or
summative).
– Able to provide feedback- proxy for patient’s perspective
– Continuity of portrayal
– Respond to learner skill
– Educator (checklist completion, experiential learning)
– Represent all walks of life
What is SP Methodology?
Theories and practices related to:
Scenario/ Case writing- materials and checklist development
Activity Design- metrics, data collection, logistics…
Recruiting and Selection of SPs
Training (SPs and Faculty)
Portrayal
Feedback
Quality control measures
SP Methodology
• Can combine modalities; hybrid, inter-
professional, team training, group training, large
group demonstration…
• Highly effective when the learning objectives
relate to interpersonal, rapport building,
communication or counselling skills.
Brainstorm:
Activity Design
• How could you incorporate SPs into your
educational practice?
Packet:
1. Activity Template
2. Case Template
3. Checklist Template
Activity Design: “Big Picture Ideas”
• What is the goal of the educational event?
How will the goals be assessed?
• Who is your learner or participant
population?
• Are you creating cases & checklists? If
not, how will you procure them?
• What are your expectations of the SPs?
Activity Design:Logistics
• How do I find SP programs ?
• What’s a reasonable budget?
• The Schedule:
– How long will the day be?
– How many participants / learners?
– How long is each SP encounter?
– Time allotted for verbal feedback or checklists
Activity Design:Logistics
• Where will this activity be held?
– Internal location
• How do you reserve space?
• What is a good time to run activity (least disruptive)
– External location
• Cost involved
– Space limitations (either internal or external)
Activity DesignSP Population
• How many SPs will you need?
• What are your demographic needs?
• What trainings have the SPs already
received? How experienced are the SPs?
• Will the SPs require additional training?
“A Personal Story”
• First Attempt at using an SP
• Different Methodology • What was the objective of the activity?
• What were the components of the activity?
• What was the result of your activity (were your
goals met)?
Plan Inception to Conclusion1. Learning Objectives
2. Creating the cases / trialing scenario
3. Checklists / script
4. Training the SPs
5. Detailed outcomes to assist with debriefing
6. Iterative Development / Quality
Improvement/Revision
The Role of Debriefing
• It is the most important role in Simulation
– Trained Faculty in Debriefing
• 3 Roles of Debriefing to Remember
– Make it Safe
– Make it Stick
– Make is Last
PAIGE, J. T., et al. (2015)
Questions
• Further questions
• Resources
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Undergraduate Nursing Students' Learning Using Standardized Patients. Journal of
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HOWLEY, L. D. 2013. Standardized Patients. In: LEVINE, A. I., DEMARIA, S.,
SCHWARTZ, A. D. & SIM, A. (eds.) The Comprehensive Textbook of Healthcare
Simulation. New York: Springer Science and Business Media. 173-190.
KER, J. S., DOWIE, A., DOWELL, J., DEWAR, G., DENT, J. A., RAMSAY, J., BENVIE,
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ReferencesPAPARELLA-PITZEL, S., EDMOND, S. & DECARO, C. 2009. The use of standardized
patients in physical therapist education programs. Journal, physical therapy education,
23, 15.
PAIGE, J. T., ARORA, S., FERNANDEZ, G., & SEYMOUR, N. (2015) Debriefing 101:
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SANKO, J. S., SHEKHTER, I., KYLE, R. R., DI BENEDETTO, S. & BIRNBACH, D. J.
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ReferencesZABAR, S., KACHUR, E., KALET, A. & HANLEY, K. 2013. Objective Structured Clinical
Examinations: 10 Steps to Planning and Implementing OSCEs Other Standardized
Patient Exercises. New York: Springer, 2013.