Claire Stanley1, Sally Lindsay, Kathryn Parker, Anne Kawamura, Mohammad Samad Zubairi. 1. Ms. Claire Stanley: Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. Dr. Sally Lindsay: Scientist, Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, and Departments of Occupational Science and Occupational Therapy and Rehabilitation Sciences Institute, University of Toronto, Toronto, Ontario, Canada. Dr. Kathryn Parker: Senior Director, Academic Affairs and Simulation Lead, Teaching and Learning Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada. Dr. Anne Kawamura: Developmental Pediatrician, Department of Pediatrics, Division of Developmental Pediatrics, University of Toronto, and Child Development Program, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada. Dr. Mohammad Samad Zubairi: Developmental Pediatrician, Department of Pediatrics, Division of Developmental Pediatrics, University of Toronto, and Child Development Program, Holland Bloorview Kids Rehabilitation Hospital, Toronto, Ontario, Canada.
Abstract
INTRODUCTION: We previously reported that experienced clinicians find the process of collectively building and participating in simulations provide (1) a unique reflective opportunity; (2) a venue to identify different perspectives through discussion and action in a group; and (3) a safe environment for learning. No studies have assessed the value of collaborating with standardized patients (SPs) and patient facilitators (PFs) in the process. In this work, we describe this collaboration in building a simulation and the key elements that facilitate reflection. METHODS: Three simulation scenarios surrounding communication were built by teams of clinicians, a PF, and SPs. Six build sessions were audio recorded, transcribed, and thematically analyzed through an iterative process to (1) describe the steps of building a simulation scenario and (2) identify the key elements involved in the collaboration. RESULTS: The five main steps to build a simulation scenario were (1) storytelling and reflection; (2) defining objectives and brainstorming ideas; (3) building a stem and creating a template; (4) refining the scenario with feedback from SPs; and (5) mock run-throughs with follow-up discussion. During these steps, the PF shared personal insights, challenging participants to reflect deeper to better understand and consider the patient's perspective. The SPs provided unique outside perspective to the group. In addition, the interaction between the SPs and the PF helped refine character roles. DISCUSSION: A collaborative approach incorporating feedback from PFs and SPs to create a simulation scenario is a valuable method to enhance reflective practice for clinicians.
INTRODUCTION: We previously reported that experienced clinicians find the process of collectively building and participating in simulations provide (1) a unique reflective opportunity; (2) a venue to identify different perspectives through discussion and action in a group; and (3) a safe environment for learning. No studies have assessed the value of collaborating with standardized patients (SPs) and patient facilitators (PFs) in the process. In this work, we describe this collaboration in building a simulation and the key elements that facilitate reflection. METHODS: Three simulation scenarios surrounding communication were built by teams of clinicians, a PF, and SPs. Six build sessions were audio recorded, transcribed, and thematically analyzed through an iterative process to (1) describe the steps of building a simulation scenario and (2) identify the key elements involved in the collaboration. RESULTS: The five main steps to build a simulation scenario were (1) storytelling and reflection; (2) defining objectives and brainstorming ideas; (3) building a stem and creating a template; (4) refining the scenario with feedback from SPs; and (5) mock run-throughs with follow-up discussion. During these steps, the PF shared personal insights, challenging participants to reflect deeper to better understand and consider the patient's perspective. The SPs provided unique outside perspective to the group. In addition, the interaction between the SPs and the PF helped refine character roles. DISCUSSION: A collaborative approach incorporating feedback from PFs and SPs to create a simulation scenario is a valuable method to enhance reflective practice for clinicians.
Authors: Ann Blair Kennedy; Cindy Nessim Youssef Riyad; Ryan Ellis; Perry R Fleming; Mallorie Gainey; Kara Templeton; Anna Nourse; Virginia Hardaway; April Brown; Pam Evans; Nabil Natafgi Journal: J Particip Med Date: 2022-08-30