Using stakeholder input to inform scenario content: an example from physiotherapy

Sandy Edwards,Neil Tuttle

doi:10.1186/s41077-019-0102-0

Abstract

BackgroundSimulated learning environments (SLEs) are being embraced as effective, though potentially costly tools, by health educators in a variety of contexts. The selection of scenarios, however, can be arbitrary and idiosyncratic.MethodsWe conducted a stakeholder audit to determine priorities for student learning which would inform scenario design. The process consisted of (1) the identification of stakeholders, (2) consultation with stakeholders to identify their priorities, (3) determination of priorities that could be addressed in the SLE being developed, and (4) incorporating these priorities into scenarios.ResultsThe identified stakeholders were the funding body, educational institution and discipline, regulatory agency, accreditation agency, external clinical placement providers, employers of new graduates, patients, and learners. Stakeholder input included a combination of surveys, consultation of online resources, and semi-structured interviews. Identified areas where student learning could be improved included (1) all students not having experience of all populations or ‘essential’ conditions, (2) situations where adverse events had occurred, (3) working with people from diverse backgrounds or those with psychosocial issues including those in chronic pain, (4) communication, (5) situation awareness, and (6) ethical issues.ConclusionsTen scenarios were developed considering the stakeholder input. Facilitator notes were written to ensure all facilitators addressed the areas that had been identified. Where possible, simulated patients, with diverse backgrounds, were hired to portray roles even though such areas of diversity were not explicitly written into the scenarios. Whilst the example concerns physiotherapy students within Australia, the principles may be applicable across a range of health disciplines.

Highlights

Simulated learning environments (SLEs) are being embraced as effective, though potentially costly tools, by health educators in a variety of contexts
Simulated learning environments (SLEs), which have been defined as techniques ‘to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner’ [1], are being embraced as an effective, though potentially costly tool, by health educators in a variety of contexts
With the purpose of providing health educators with potential direction in scenario design, we describe an approach to conducting a stakeholder audit from a broad range of stakeholders to inform the general simulation content, and the detail within individual scenarios

Summary

Introduction

Simulated learning environments (SLEs) are being embraced as effective, though potentially costly tools, by health educators in a variety of contexts. Simulated learning environments (SLEs), which have been defined as techniques ‘to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner’ [1], are being embraced as an effective, though potentially costly tool, by health educators in a variety of contexts. There is strong evidence, according to the Health Education and Training Institute’s (HETI) recent review [10], that, provided certain conditions are Edwards and Tuttle Advances in Simulation 2019, 4(Suppl 1): met, simulation can improve core knowledge and skills and replace up to 25% of clinical placement hours

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Conclusion