Co-constructive patient simulation: a learner-centered method to enhance communication and reflection skills
| Autor: | Indigo Weller, Doron Amsalem, Debbie Jaarsma, Andrés Martin, Robbert Duvivier, Marco Antonio Carvalho Filho |
|---|---|
| Přispěvatelé: | Anatomie en fysiologie, Lifelong Learning, Education & Assessment Research Network (LEARN) |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
medicine.medical_specialty
self-regulated learning Adolescent Epidemiology narrative co-construction Vulnerability Medicine (miscellaneous) clinical pedagogy computer.software_genre Truth Disclosure simulation-based learning Constructive Experiential learning Session (web analytics) Article Education 03 medical and health sciences 0302 clinical medicine Child and adolescent psychiatry medicine Humans Learning Child Medical education Debriefing Communication co-constructivism 030227 psychiatry Patient Simulation Scripting language Modeling and Simulation Clinical Competence Psychology computer Standardized patient 030217 neurology & neurosurgery Transphobia |
| Zdroj: | Simul Healthc Simulation in healthcare : journal of the Society for Simulation in Healthcare, 16(6), e129. Lippincott Williams and Wilkins Ltd. Simulation in healthcare : journal of the Society for Simulation in Healthcare, e129-e135 STARTPAGE=e129;ENDPAGE=e135;ISSN=1559-2332;TITLE=Simulation in healthcare : journal of the Society for Simulation in Healthcare |
| ISSN: | 1559-2332 |
| Popis: | 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 model in which learners address self-identified goals. METHODS: In CCPS, a designated learner creates a case script based on a challenging clinical encounter. Topics that are difficult to openly talk about may be especially appropriate for the CCPS model. 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. Following 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 six 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; inter-professional conflict; transphobia; patient-on-provider violence; sexual health; and the sharing of vulnerability and personal imperfections in the clinical setting. CONCLUSION: CCPS provides an alternative multi-stage and multi-modal 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. |
| Databáze: | OpenAIRE |
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