- http://orcid.org/0000-0001-7677-4887Linda Ní Chianáin1,
- http://orcid.org/0000-0003-4089-7994Richard Fallis2,
- http://orcid.org/0000-0002-3999-8774Jenny Johnston1,
- http://orcid.org/0000-0001-9557-5509Nancy McNaughton3,4,
- http://orcid.org/0000-0002-1701-7920Gerard Gormley1
- 1 Centre for Medical Education, School of Medicine Dentistry and Biomedical Sciences, Queen's University Belfast, Belfast, UK
- 2 Medical Library, Queen's University Belfast, Belfast, UK
- 3 The Wilson Centre for Research in Education, University of Toronto, Toronto, Ontario, Canada
- 4 University Health Network Education Scholar, Michener Institute of Education at UHN, Toronto, Ontario, Canada
- Correspondence to Linda Ní Chianáin, Centre for Medical Education, School of Medicine Dentistry and Biomedical Sciences, Queen's University Belfast, Belfast BT9 7BL, UK;
Background Person-centred simulation in health professions education requires involvement of the person with illness experience.
Objective To investigated how real illness experiences inform simulated participants’ (SP) portrayals in simulation education using a scoping review to map literature.
Study selection Arksey and O’Malley’s framework was used to search, select, chart and analyse data with the assistance of personal and public involvement. MEDLINE, Embase, CINAHL, Scopus and Web of Science databases were searched. A final consultation exercise was conducted using results.
Findings 37 articles were within scope. Reporting and training of SPs are inconsistent. SPs were actors, volunteers or the person with the illness experience. Real illness experience was commonly drawn on in communication interactions. People with illness experience could be directly involved in various ways, such as through conversation with an SP, or indirectly, such as a recording of heart sounds. The impact on the learner was rarely considered.
Conclusion Authentic illness experiences help create meaningful person-centred simulation education. Patients and SPs may both require support when sharing or portraying illness experience. Patients’ voices profoundly enrich the educational contributions made by SPs.
- simulation-based education
- simulated patient
- patient involvement
Data availability statement
Relevant information is included in this article. Any further information is available from the authors upon reasonable request.
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Contributors All authors contributed to conception and design. LNC, GJG, NMcN and JJ contributed to the draft of the initial manuscript. RF assisted with search terms and conducted the searches in the five databases. All authors reviewed and approved the final manuscript.
Funding Studentship (LNC) funded by the Northern Ireland Department for the Economy.
Competing interests None declared.
Provenance and peer review Not commissioned; externally peer reviewed.
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