From: Key challenges in simulated patient programs: An international comparative case study
   • Raised profile of patient perspectives and patient empowerment |
   • Ethical imperative of causing no harm to patients |
   • Implementation of working time directives |
   • Prominence of the patient safety movement |
   • Increased numbers of medical and health professional students |
   • Reduced hospital stays for patients |
   • Growing evidence of simulation as an effective educational method |
   • Growing evidence that effective health professional/patient communication is key to patient and clinician (learner) satisfaction and reduces litigation |
   • Development of national assessments |
   • Facilitates a systematic approach to curriculum activities |
   • Development of 'professional' competencies |
   • Carefully constructed simulations |
â—‹ Assure students have direct/indirect exposure |
â—‹ Allow for adjustment in the level of challenge |
â—‹ Identify boundaries of competence |
â—‹ Provide access to technical, communication and other professional skills essential for safe clinical practice |
â—‹ Enable rehearsal of infrequently occurring events |
â—‹ Assure the development of reflective practice (video, debriefing) |