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0126 Training The Actors In Simulation
  1. Victoria Thorley-Dickinson,
  2. Polly Dickerson,
  3. Eirini Kasfiki,
  4. Rasha Omer,
  5. Makani Purva
  1. Hull Insitute of Learning and Simulation, Hull, UK


Background To effectively run immersive simulation, we utilise actors taking on various roles.1 Although some centres have a bank of medical actors, many are unfamiliar with high fidelity simulation. As simulation-based learning becomes increasingly embedded in training, we anticipate increasing demand in the number of actors.2 Currently there are very few train the trainer courses to train actors for medical simulation, and we have identified a need to provide this. We present our proposed day programme for novice actors.

Methodolgy After an initial period working with simulation naive actors, and taking into account their feedback we identified 4 domains: background and purpose of simulation, role of the actor in debrief, technology used with simulation including filming, and practical theory. The training day will be run within our simulation centre combining small group lectures and discussion, practical demonstration and opportunity to practice within a real simulation with peer feedback.

Results We will assess the effectiveness of our course through self reported confidence levels in understanding of basics of simulation and application to medical teaching, ability to understand scenario objectives and their role in the scenario, ability to provide debrief. We will use pre and post test design to gauge improvement of confidence levels and gather qualitative data from reflections to enable us to get a wider perspective of their views.

Potential impact We believe that this first train the trainer course for actors in our region will enable us create a bank of actors who will not only help deliver simulation in our centre but also maximise our ability to deliver high quality immersive simulation courses. By liaising with the actors, we will be able to reflect on the scenarios and their realism We believe that our model of training can be replicated elsewhere to build a strong supply of actors.


  1. Cleland JA, Abe K, Rethans JJ. The use of simulated patients in medical education: AMEE Guide No 42. Med Teach 2009;31(6):477–86

  2. Nestel, et al. Key challenges in simulated patient programs: An international comparative case study. BMC Medical Education 2011;11:69

  • Category: Course or curriculum evaluation/innovation/integration

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