Engaging Children as Simulated Patients in Healthcare Education.

Abstract

The value of "simulation" as a learning strategy is well established among healthcare professionals (Educ Prim Care 2015; 26(4):242-7). The use of "simulated patients (SPs)" to present real-world scenarios provides opportunities for students to develop "soft skills," including interpersonal communication, critical thinking, and problem solving. These skills are particularly relevant in pediatric care, where healthcare providers must consider the patient's cognitive development, emotional state, and familial context. This article focuses on middle childhood (6-12 years) a distinctive developmental stage between 2 major developmental transition stages: infancy and adolescence. Middle childhood is associated with compulsory school attendance, developing skills in self-discipline, conflict resolution, and decision-making. Child SPs can play an important role in healthcare education providing direct insight into this unique period of development. They can contribute to the design and delivery of simulations to increase fidelity and provide meaningful real-time feedback to learners on children's experience of the healthcare system. Despite children's expertise and particular care delivery needs, documented simulations using child SPs are limited. This article considers the role of child SPs to support a case for further research into the value of engaging middle years children in the development and delivery of "simulation-based learning experiences". It addresses the gap in child-focused education, the challenges inherent in working with children and outlines strategies and guidelines for effective practice.