Values and value in simulated participant methodology : a global perspective on contemporary practices
This article has been written for the 40th year of the publication of Medical Teacher. While we celebrate the contribution of simulated participants (SPs) to health professions education through values and value-based learning, we also offer critical reflection on elements of our practice, commencin...
| Principais autores: | , , , , |
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| Outros Autores: | |
| Formato: | Journal Article |
| Idioma: | English |
| Publicado em: |
2020
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| Assuntos: | |
| Acesso em linha: | https://hdl.handle.net/10356/140944 |
| _version_ | 1826130500214849536 |
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| author | Nestel, Debra McNaughton, Nancy Smith, Cathy Schlegel, Claudia Tierney, Tanya |
| author2 | Lee Kong Chian School of Medicine (LKCMedicine) |
| author_facet | Lee Kong Chian School of Medicine (LKCMedicine) Nestel, Debra McNaughton, Nancy Smith, Cathy Schlegel, Claudia Tierney, Tanya |
| author_sort | Nestel, Debra |
| collection | NTU |
| description | This article has been written for the 40th year of the publication of Medical Teacher. While we celebrate the contribution of simulated participants (SPs) to health professions education through values and value-based learning, we also offer critical reflection on elements of our practice, commencing with language. We argue for the use of the term simulated rather than standardized and acknowledge the dominant role of the SP as patient and the origins of the methodology. These shifts in terms and their implications in practice reflect changes in the conceptualization of SP-based methodology. Recently published standards for those who work with SPs (SP practitioners) are noted as an important milestone in our community's development. We consider contemporary practices addressing the complex notions of values and value in SP-based learning. We simultaneously refer to the work of SPs and SP practitioners. Phases of educational design including identifying learning objectives, scenario design, implementation, feedback and debriefing are used to illustrate methodological shifts. Within each of these phases, there are relational issues that have to date often gone unchecked and are under reported in literature. Finally, using the metaphor of a murmuration, we celebrate contemporary practices of the global SP practitioner community. |
| first_indexed | 2024-10-01T07:57:27Z |
| format | Journal Article |
| id | ntu-10356/140944 |
| institution | Nanyang Technological University |
| language | English |
| last_indexed | 2024-10-01T07:57:27Z |
| publishDate | 2020 |
| record_format | dspace |
| spelling | ntu-10356/1409442020-06-03T03:07:46Z Values and value in simulated participant methodology : a global perspective on contemporary practices Nestel, Debra McNaughton, Nancy Smith, Cathy Schlegel, Claudia Tierney, Tanya Lee Kong Chian School of Medicine (LKCMedicine) Science::Medicine Education Learning This article has been written for the 40th year of the publication of Medical Teacher. While we celebrate the contribution of simulated participants (SPs) to health professions education through values and value-based learning, we also offer critical reflection on elements of our practice, commencing with language. We argue for the use of the term simulated rather than standardized and acknowledge the dominant role of the SP as patient and the origins of the methodology. These shifts in terms and their implications in practice reflect changes in the conceptualization of SP-based methodology. Recently published standards for those who work with SPs (SP practitioners) are noted as an important milestone in our community's development. We consider contemporary practices addressing the complex notions of values and value in SP-based learning. We simultaneously refer to the work of SPs and SP practitioners. Phases of educational design including identifying learning objectives, scenario design, implementation, feedback and debriefing are used to illustrate methodological shifts. Within each of these phases, there are relational issues that have to date often gone unchecked and are under reported in literature. Finally, using the metaphor of a murmuration, we celebrate contemporary practices of the global SP practitioner community. 2020-06-03T03:07:45Z 2020-06-03T03:07:45Z 2018 Journal Article Nestel, D., McNaughton, N., Smith, C., Schlegel, C., & Tierney, T. (2018). Values and value in simulated participant methodology : a global perspective on contemporary practices. Medical Teacher, 40(7), 697-702. doi:10.1080/0142159x.2018.1472755 0142-159X https://hdl.handle.net/10356/140944 10.1080/0142159X.2018.1472755 29798709 2-s2.0-85047413718 7 40 697 702 en Medical Teacher © 2018 Informa UK Limited, trading as Taylor & Francis Group. All rights reserved. |
| spellingShingle | Science::Medicine Education Learning Nestel, Debra McNaughton, Nancy Smith, Cathy Schlegel, Claudia Tierney, Tanya Values and value in simulated participant methodology : a global perspective on contemporary practices |
| title | Values and value in simulated participant methodology : a global perspective on contemporary practices |
| title_full | Values and value in simulated participant methodology : a global perspective on contemporary practices |
| title_fullStr | Values and value in simulated participant methodology : a global perspective on contemporary practices |
| title_full_unstemmed | Values and value in simulated participant methodology : a global perspective on contemporary practices |
| title_short | Values and value in simulated participant methodology : a global perspective on contemporary practices |
| title_sort | values and value in simulated participant methodology a global perspective on contemporary practices |
| topic | Science::Medicine Education Learning |
| url | https://hdl.handle.net/10356/140944 |
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