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Nothing about me without me: a scoping review of how illness experiences inform simulated participants’ encounters in health profession education
  1. Linda Ní Chianáin1,
  2. Richard Fallis2,
  3. Jenny Johnston1,
  4. Nancy McNaughton3,4,
  5. Gerard Gormley1
  1. 1Centre for Medical Education, School of Medicine Dentistry and Biomedical Sciences, Queen's University Belfast, Belfast, UK
  2. 2Medical Library, Queen's University Belfast, Belfast, UK
  3. 3The Wilson Centre for Research in Education, University of Toronto, Toronto, Ontario, Canada
  4. 4University Health Network Education Scholar, Michener Institute of Education at UHN, Toronto, Ontario, Canada
  1. Correspondence to Linda Ní Chianáin, Centre for Medical Education, School of Medicine Dentistry and Biomedical Sciences, Queen's University Belfast, Belfast BT9 7BL, UK; lnichianain01{at}qub.ac.uk

Abstract

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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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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Footnotes

  • Twitter @banaltra_glas, @RDFallis, @drjennyjohnston, @uto_nancy, @DrGerryG

  • 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.

  • Supplemental material This content has been supplied by the author(s). It has not been vetted by BMJ Publishing Group Limited (BMJ) and may not have been peer-reviewed. Any opinions or recommendations discussed are solely those of the author(s) and are not endorsed by BMJ. BMJ disclaims all liability and responsibility arising from any reliance placed on the content. Where the content includes any translated material, BMJ does not warrant the accuracy and reliability of the translations (including but not limited to local regulations, clinical guidelines, terminology, drug names and drug dosages), and is not responsible for any error and/or omissions arising from translation and adaptation or otherwise.

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