The content and process of simulated patient-based learning activities

Thistlethwaite, JE; Ridgway, GD

The content and process of simulated patient-based learning activities

Thistlethwaite, JE Ridgway, GD

Permalink

Publication Type:: Chapter
Citation:: Simulated Patient Methodology: Theory, Evidence and Practice, 2014, pp. 16 - 22
Issue Date:: 2014-12-31

Closed Access

	Filename	Description	Size
	Thistlethwaite.pdf	Published version	2.3 MB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Thistlethwaite, JE	en_US
dc.contributor.author	Ridgway, GD	en_US
dc.date.issued	2014-12-31	en_US
dc.identifier.citation	Simulated Patient Methodology: Theory, Evidence and Practice, 2014, pp. 16 - 22	en_US
dc.identifier.isbn	9781118761007	en_US
dc.identifier.uri	http://hdl.handle.net/10453/36067
dc.description.abstract	© 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.	en_US
dc.relation.ispartof	Simulated Patient Methodology: Theory, Evidence and Practice	en_US
dc.relation.isbasedon	10.1002/9781118760673.ch3	en_US
dc.title	The content and process of simulated patient-based learning activities	en_US
dc.type	Chapter
utslib.for	1199 Other Medical and Health Sciences	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US

Abstract:

© 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:

http://hdl.handle.net/10453/36067