Table 2 Summary of simulated patient programs
From: Key challenges in simulated patient programs: An international comparative case study
| Â | Gippsland Medical School | University of Toronto | University of Applied Sciences, Section Health Lausanne | Imperial College London |
|---|---|---|---|---|
Program established | 2008 | 1984 | 2009 | 1998 |
Numbers of SPs on register | 45 | 592 > 100 core teaching > 500 for examinations | 38 | 260 |
Recruitment strategy | Personal referral Amateur dramatic group Information on website Registration online | Personal referral/word of mouth Complete application Personal interview by two program members or small group interview Application file No advertising | Personal referral/word of mouth Articles in specialised newsletters Performing art school First selection (phone call) Personal interview (1.5 hour) by one/two program member(s) including a role-play | Register online Web-based information 'Screening' through half day program once a year Referral through SPs, educators, specialised actor agencies (e.g. The Harry Partnership) and other London medical schools |
Training program | Minimum 2-hour generic introductory SP training Before teaching and assessment sessions Focused SP training (including rating and feedback) | Minimum 2-hour training, brush-up or dry-run for teaching and assessment assignments Feedback workshops | Minimum 5-hour training for teaching and assessment activities Focused SP training (including rating, oral feedback and working with tutors) Feedback workshop once a year | New SPs may undergo training - minimum 2-hour training Usually before teaching sessions Before assessment sessions Focused SP training (e.g. working with tutors, working with student tutors, feedback) |
Principal focus | Teaching and assessment of medical students, international medical graduates and other health professionals in the region Participation in research projects Quality assurance | Teaching and assessment of medical students, pharmacy students, international medical graduates Continuing education Faculty development Research projects National licensing examinations Quality assurance | Teaching and assessment of health professional students (radiologic technology, nursing, physiotherapy and midwifery) Participation in research projects Continuing education Quality assurance | Teaching and assessment of medical students Participation in research projects (especially in piloting innovative approaches to simulation based procedural and operative skills training) Quality assurance |
Funding model | University funded for teaching and assessment undergraduate students Specific projects funded by government, research bodies or commissioning institutions | Fee for service Hourly rate charged 25% access fee & mark up to cover benefits paid to SPs and to cover all administrative salaries & operating expenses | University funded for teaching and assessment undergraduate students Specific projects funded by government, research bodies or commissioning institutions | University funded for teaching and assessment of medical students Specific projects funded by government, research bodies or commissioning institutions |
Hourly pay | ~AUD23 per hour 3 hour minimum | CdnD15-25 per hour depending on assignment CdnD12 per hour to train 2 hour minimum | CHF 30 per hour for teaching without feedback and assessment CHF 40 per hour for teaching with an oral/written structured feedback | GBP30 per hour for teaching GBP25 per hour for exams Non-role players for physical examination GBP75 examination session ~GBP150 per day 3 hour minimum |
Research | Roles and responsibilities of SPs; Theoretical underpinning from performing arts and theatre studies; SP-based education for international medical graduates | Patient focused simulation for procedural skills; Collaborative learning; Sensitive communications (e.g. error disclosure, bioethics); Changing scope of practice in pharmacy and family medicine; Emotional impact on simulation participants; Role of SPs in assessment; Unannounced SPs in clinical practice; Roles and responsibilities of SPs | Effects of SP feedback; Roles and responsibilities of SPs in health professional training | Patient-focused simulation for procedural and operative skills; Training methods for patient-focused simulation; Expanding the function of SPs to role-play health professionals |
Future plans | Expand to other health care professions Develop a model for SP programs in regional and rural locations Expand the university wide database (MonSim) Develop a paediatric SP program Develop and extend resources that reflect local health service needs (e.g. indigenous SPs, mental health, disaster recovery, international medical graduates) Develop flexible training resources for online learning Promote quality assurance of program | Increase work with international medical graduate specialties Expand to business and law Develop teaching and learning resources (e.g. instructive/trigger videos) Develop SP database for on-line communication, bookings, payroll, etc. | Extend the SP pool Promote quality assurance of program Develop patient focused simulation Develop research projects Develop teaching and learning resources (e.g. demonstration, instructive/trigger videos) Share resources with medical institutions in Lausanne | Improve co-ordination across College Share resources with central London medical schools Continue research program |