The content and process of simulated patient-based learning activities
- Publication Type:
- Simulated Patient Methodology: Theory, Evidence and Practice, 2014, pp. 16 - 22
- Issue Date:
Copyright Clearance Process
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
© 2015 John Wiley & Sons, Ltd. All rights reserved. This chapter looks at the content and process of simulation activities and how these need to be informed by learners' previous knowledge and experience. It highlights the importance of defining learning outcomes and their alignment with learning activities. The chapter considers generic design principles rather than specific scenarios. Simulated Patient (SP) roles should be as authentic as possible and based on the defined learning outcomes and learners' prior knowledge and experience. Evaluation may take the form of a group discussion at the end of the session or may be more formal with written evaluation questionnaires. A common model of outcomes evaluation is that of Kirkpatrick and Kirkpatrick, which provides four types of outcome data. For a successful learning experience, all learners need to engage positively with the experience and demonstrate acquisition or change of skills and knowledge. Evaluation is important in quality assurance of learning activities.
Please use this identifier to cite or link to this item: