ABSTRACT 954

Abstract

Background and aims: Simulation education is increasingly employed as an educational strategy, but understanding learner and faculty experience with actor-based simulation is limited. Given the demands of pediatric critical care, actors may have particular relevance when teaching the art of difficult conversations. Aims: We developed realistic enactments with professional actors to simulate a wide range of difficult conversations, and assessed the efficacy of actor-based simulation to teach communication and relational skills from the perspectives of learners and faculty. Methods: Self-report surveys were administered to interprofessional learners and faculty. Descriptive statistics were used to summarize demographic data and thematic analysis was conducted for open-ended questions. The IRB reviewed the study and participants completed informed consent. Results: 191 interprofessional learners and 31 teaching faculty completed surveys. The vast majority found the clinical scenarios realistic (99%) and clinically useful (96%). Nearly all participants (98%) and faculty (96%) described the actors’ portrayal of patients/families as realistic, and reported actors valuable to the learning (97% participants, 100% faculty). Compared to actor-based simulation, 81% of participants and 97% of faculty felt that role-playing would not have been as educationally valuable. Five central themes were identified about the actors’ unique value: Realism; Importance of Actor Feedback; Actor’s Layperson Perspective; Depth of Emotion; and Role of Improvisation in Education. Conclusions: Actor improvisation and unscripted interactions mirror real practice during difficult conversations, and offer a more engaging means than role-play to learn the art of difficult conversations. Actors were especially valued for their layperson perspective and ability to provide meaningful feedback.