From Simulation to Conversation: Simulated Patients’ Contribution to Meaningful Feedback Dialogues
Category: E-News
Apr
14
Authors: Annelies Lovink, Karlijn Geelkerken, Heleen Miedema, Jan-Joost Rethans, Walther van Mook, Marleen Groenier
By: Miranda Powell, AS, CHSE, University of South Alabama
The Study at a Glance
Standardized patients (SPs) have long been a key component of healthcare education, particularly in developing communication skills. The article by Annelies Lovink, Karlijn Geelkerken, Heleen Miedema, Jan-Joost Rethans, Walther van Mook, and Marleen Groenier focuses on what happens after the simulation, specifically during feedback conversations. The study examines how SPs contribute to meaningful feedback dialogues and how those interactions influence student learning. Rather than viewing SPs as passive participants, the research explores their active role in shaping feedback and guiding reflection.
Key Findings
One of the main findings is that SPs play an active role in feedback sessions. They help guide students on task performance, structure the conversation, and create opportunities for reflection. This shows that SPs are not just portraying a role but are functioning as educators within the learning process.
The study also found that SPs shift between different positions during feedback. While they may begin in the patient role, they often move into perspectives such as an expert or a reflective guide. These shifts allow students to receive more comprehensive feedback, especially in areas related to communication and interpersonal skills.
Another key finding is the balance SPs must maintain during feedback. While providing guidance can support student learning, too much direction may limit a student’s ability to reflect and think critically. This highlights the importance of intentional and well-structured feedback approaches.
Implications on Healthcare Education
This study reinforces the idea that feedback is just as important as the simulation itself. It highlights the need for SP programs to place greater emphasis on training SPs not only for case portrayal but also for facilitating effective feedback conversations.
For healthcare education, this means recognizing SPs as active contributors to learning rather than just participants in simulation scenarios. Programs may need to invest more in SP development, particularly in communication, feedback techniques, and role flexibility.
Overall, the findings suggest a shift in perspective from focusing solely on simulation performance to valuing the feedback dialogue as a critical component of student learning. Strengthening this aspect of SP programs can enhance learner reflection, improve communication skills, and better prepare students for real clinical interactions.
Read the full article HERE
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