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...

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Main Authors: Nestel, Debra, McNaughton, Nancy, Smith, Cathy, Schlegel, Claudia, Tierney, Tanya
Other Authors: Lee Kong Chian School of Medicine (LKCMedicine)
Format: Article
Language:English
Published: 2020
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Online Access:https://hdl.handle.net/10356/140944
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Institution: Nanyang Technological University
Language: English
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spelling sg-ntu-dr.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.
institution Nanyang Technological University
building NTU Library
country Singapore
collection DR-NTU
language English
topic Science::Medicine
Education
Learning
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
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.
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
format Article
author Nestel, Debra
McNaughton, Nancy
Smith, Cathy
Schlegel, Claudia
Tierney, Tanya
author_sort Nestel, Debra
title 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_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_sort values and value in simulated participant methodology : a global perspective on contemporary practices
publishDate 2020
url https://hdl.handle.net/10356/140944
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