Abstract
Background: Simulated Patient (SP) is defined as a layperson that simulates to portray the role of a patient with health-related conditions. International Medical University (IMU) has been utilizing SP for more than 10 years, however, the SP's experience toward the SP-based simulation session yet to be explored, the aim of the study was to explore the SP's experience toward the SP-based simulation session. Methods: Total of 6 participants recruited for a focused group interview, with the inclusive criteria of participated at least an SP-based simulation session. The interviewer used a list of guide question to explore both the positive and negative experience of the SP-based simulation session. A combination of manual and computer software Program was used for data management and analysis. Manual transcribing and coding technique was used for data analysis, while Qualitative Data Analysis (QDA) was used for data management and additional analysis. Results: Three main themes and eleven sub-themes have emerged. The first theme was Effective learning session, with the sub-themes of Student learning attitude, Treated as real patient, Standardization among lecturer, Appropriate respond to student and Focused learning outcome; second theme was Motivation, with the sub-themes of Respect, Feedback, and Caring; the third theme was Preparation prior to class, with the sub-themes of Clear instruction, Role-play, and Script. Conclusions: SPs perceived that lecturers should pay attention to the students’ learning outcome and fully utilize SPs for teaching. Besides that, SPs wished to be treated as a real patient due to the lecturer who treated the SPs as they are real patient gave students a mind-set that the learners were actually dealing with a patient with real conditions. SPs supposed that another role of the lecturer was well-prepared the SPs prior to the actual sessions. SPs expressed that students who took the session seriously, well-preparation before the classes, active participation during the sessions and proactive attitude encouraged realistic portrayal of the character. While SP role was memorizing a series of information needed for the scenario, prepare mentally for portrayal certain emotional as well as physical symptoms. Lecturer, SP as well as student influence a successful SP-based simulation session.
Highlights
Simulated patient (SP) is defined as a healthy trained individual [1] to portray role of a patient with various health associated conditions [2, 3]
The participants were selected based on the inclusive criteria of the Simulated Patient (SP) must be willing and voluntary as well as the SPs must have enrolled as SP for more than one year; have attended at least one SP training, one SP-based simulation session as well as one Objective Structure Clinical Examination (OSCE) that conducted in Clinical Skill and Simulation Centre
There were five female SPs and a male SPs; age ranged from 30s to 50s; and year of experience as SP ranged from one year to eight years
Summary
Simulated patient (SP) is defined as a healthy trained individual [1] to portray role of a patient with various health associated conditions [2, 3]. Combination of above, SP can be defined as a lay person that simulates to portray a role of patient with health-related conditions based on varying levels of training. Russell et al (2012), Gamble et al (2016) and Burgess et al (2013) reported that the positive impact by participating as an SP was including development of knowledge referred to medical knowledge and satisfaction as giving opportunities to contribute to the training of future healthcare professionals [4,5,6].
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