Andrés Martin1, Indigo Weller, Doron Amsalem, Robbert Duvivier, Debbie Jaarsma, Marco Antonio de Carvalho Filho. 1. From the Child Study Center (A.M.), and Standardized Patient Program, Teaching and Learning Center (A.M.), Yale School of Medicine; Center for Educational Development and Research in Health Sciences (CEDAR), LEARN (A.M., R.D., D.J., M.A.d.C.F.), University Medical Center Groningen, Groningen, the Netherlands; Bioethics Program (I.W.), Harvard University, Cambridge, MA; Tel-Aviv University Faculty of Medicine (D.A.), Ramat-Aviv, Israel; Department of Psychiatry (D.A.), Columbia University Irving Medical Center and New York State Psychiatric Institute, New York City, NY; Parnassia Psychiatric Institute (R.D.), The Hague, the Netherlands; and School of Medical Sciences (M.A.d.C.F.), University of Minho, Braga, Portugal.
Abstract
INTRODUCTION: In simulation sessions using standardized patients (SPs), it is the instructors, rather than the learners, who traditionally identify learning goals. We describe co-constructive patient simulation (CCPS), an experiential method in which learners address self-identified goals. METHODS: In CCPS, a designated learner creates a case script based on a challenging clinical encounter. The script is then shared with an actor who is experienced working as an SP in medical settings. An instructor with experience in the model is involved in creating, editing, and practicing role play of the case. After co-creation of the case, learners with no prior knowledge of the case (peers or a supervisor) interview the SP. The clinical encounter is followed by a group debriefing session. RESULTS: We conducted 6 CCPS sessions with senior trainees in child and adolescent psychiatry. Topics that are difficult to openly talk about may be especially appropriate for the CCPS model-without overt guidance or solicitation, the scripts developed by learners for this series involved: medical errors and error disclosure; racial tensions, including overt racism; interprofessional conflict; transphobia; patient-on-provider violence; sexual health; and the sharing of vulnerability and personal imperfections in the clinical setting. CONCLUSIONS: Co-constructive patient simulation provides an alternative multistage and multimodal approach to traditional SP simulation sessions that can adapt iteratively and in real time to new clinical vicissitudes and challenges This learner-centered model holds promise to enrich simulation-based education by fostering autonomous, meaningful, and relevant experiences that are in alignment with trainees' self-identified learning goals.
INTRODUCTION: In simulation sessions using standardized patients (SPs), it is the instructors, rather than the learners, who traditionally identify learning goals. We describe co-constructive patient simulation (CCPS), an experiential method in which learners address self-identified goals. METHODS: In CCPS, a designated learner creates a case script based on a challenging clinical encounter. The script is then shared with an actor who is experienced working as an SP in medical settings. An instructor with experience in the model is involved in creating, editing, and practicing role play of the case. After co-creation of the case, learners with no prior knowledge of the case (peers or a supervisor) interview the SP. The clinical encounter is followed by a group debriefing session. RESULTS: We conducted 6 CCPS sessions with senior trainees in child and adolescent psychiatry. Topics that are difficult to openly talk about may be especially appropriate for the CCPS model-without overt guidance or solicitation, the scripts developed by learners for this series involved: medical errors and error disclosure; racial tensions, including overt racism; interprofessional conflict; transphobia; patient-on-provider violence; sexual health; and the sharing of vulnerability and personal imperfections in the clinical setting. CONCLUSIONS: Co-constructive patient simulation provides an alternative multistage and multimodal approach to traditional SP simulation sessions that can adapt iteratively and in real time to new clinical vicissitudes and challenges This learner-centered model holds promise to enrich simulation-based education by fostering autonomous, meaningful, and relevant experiences that are in alignment with trainees' self-identified learning goals.
Authors: Marcelo Schweller; Felipe Osorio Costa; Maria Ângela R G M Antônio; Eliana M Amaral; Marco Antonio de Carvalho-Filho Journal: Acad Med Date: 2014-04 Impact factor: 6.893
Authors: Karen L Lewis; Carrie A Bohnert; Wendy L Gammon; Henrike Hölzer; Lorraine Lyman; Cathy Smith; Tonya M Thompson; Amelia Wallace; Gayle Gliva-McConvey Journal: Adv Simul (Lond) Date: 2017-06-27