Can physiotherapy students develop and portray simulated patients authentically to their peers during an activity aimed at improving communication skills? A mixed methods study

Abstract

Background/AimThe bidirectional benefit of peer-assisted learning is well described in the literature, as is the value of simulation-based activities, particularly in the delivery of education to healthcare professionals. The aim of this paper was to see if physiotherapy students could create a unique simulated patient (SP) and authentically perform the character for their peers during a simulation-based activity that addressed learning outcomes around communication. MethodsSix final year physiotherapy students developed and then portrayed a unique character to 126 of their peers, who carried out an interview in an outpatient setting. Students participating as interviewers completed a five-question quantitative survey relating to the performance of their peers as SPs. Each question was scored between 1 (strongly disagree) and 10 (strongly agree). Data were analysed using frequencies and is presented descriptively. Students participating as SPs completed written reflections about the experience, and responses were explored using a thematic analysis approach. FindingsOne hundred twenty-six students participating as interviewers rated their peer's performance highly, with an overall mean (SD) score of 8.9 (1.6) for all questions. Qualitative analysis around SP's character development demonstrated three key themes (training, validation and evolution); a further three themes emerged around performance (challenges, delivery, and value). Themes and subthemes are discussed with verbatim examples provided to support coding choices. ConclusionsStudents near the end of their own training may be well placed to authentically cultivate and portray characters during simulation-based learning activities in order to address specific learning outcomes for their peers.