Abstract:
CONTEXT:Evidence supports the substitution of both clinical placement time and traditional educational activities with simulation-based education (SBE). However, lack of resources can be a barrier to SBE implementation. Peer simulation provides an alternative to simulated patient (SP)-based SBE by educating students to portray patient roles. This diversifies learning experiences for students using SBE and may decrease costs. OBJECTIVES:This study aimed to determine the impact of students portraying the roles of patients in a simulation-based learning environment (peer simulation) on learning outcomes in entry-level health care professional students. METHODS:Seven databases were searched (from inception to 8 May 2019) using terms including 'peer simulation,' 'role-play' and 'simulated/standardised patient.' The studies included described a health care professional student SBE interaction involving peer simulation. Data were extracted by two independent investigators. Study quality was assessed using the Medical Education Research Study Quality Instrument (MERSQI) and Critical Appraisal Skills Programme (CASP). A descriptive analysis was completed and meta-analysis conducted in instances in which outcomes could be pooled. RESULTS:A total of 12 studies met the inclusion criteria. Constructs measured by the studies included communication, empathy, self-efficacy and confidence. Five randomised controlled trials compared peer simulation with the use of SPs and demonstrated greater or equivalent patient empathy gains in peer simulation. Meta-analysis determined no difference in communication capabilities between the two groups. Students perceived peer simulation as comparably valuable and frequently superior to other forms of learning. This review was unable to determine effective design features of peer simulation initiatives. CONCLUSIONS:Students were positive about peer simulation, but there has been limited evaluation of learning outcome attainment. Significant heterogeneity was observed; studies were diverse in design, outcome measures and the training provided for peer patients. Peer simulation positively influences student communication and development of patient empathy and offers an alternative to learning with SPs. Further rigorous research is required to understand the impact of peer simulation for a broader range of learning outcomes and to confirm the impact of this developing educational approach.
journal_name
Med Educjournal_title
Medical educationauthors
Dalwood N,Bowles KA,Williams C,Morgan P,Pritchard S,Blackstock Fdoi
10.1111/medu.14058subject
Has Abstractpub_date
2020-05-01 00:00:00pages
387-399issue
5eissn
0308-0110issn
1365-2923journal_volume
54pub_type
杂志文章abstract::Medical student wastage leads to adverse emotional and social consequences for individual students and financial difficulties and morale problems for medical schools. This study retrospectively assessed the records of all students at Leeds School of Medicine who left the course prematurely between 1983 and 1992. The d...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1996.tb00739.x
更新日期:1996-05-01 00:00:00
abstract:AIM:The study's first aim was to assess the emotional impact of cadaver dissection on first year medical students using the newly developed Appraisal of Life Events Scale (ALE). Its secondary aim was to evaluate the validity of the ALE by comparing it with the Impact of Events Scale (IOE). SETTING:Division of Biomedic...
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pub_type: 杂志文章
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更新日期:2002-06-01 00:00:00
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journal_title:Medical education
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doi:10.1046/j.1365-2923.2000.00543.x
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1979.tb00926.x
更新日期:1979-03-01 00:00:00
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journal_title:Medical education
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doi:10.1046/j.1365-2923.1999.00479.x
更新日期:1999-12-01 00:00:00
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pub_type: 杂志文章
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更新日期:2015-10-01 00:00:00
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doi:10.1111/j.1365-2929.2006.02612.x
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2008.03183.x
更新日期:2008-11-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1991.tb00044.x
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2011.04048.x
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1990.tb02428.x
更新日期:1990-01-01 00:00:00
abstract:OBJECTIVES:To assess the effectiveness of a stress reduction elective on Year 2 medical students and to assess the sustainability of any noted improvement. METHODS:A new elective entitled 'Mind-Body Medicine: an Experiential Elective' was offered to Year 2 medical students. It was based on a course developed by the Ce...
journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2929.2007.02685.x
更新日期:2007-03-01 00:00:00
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journal_title:Medical education
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doi:10.1111/j.1365-2923.2008.03249.x
更新日期:2009-01-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.1987.tb00674.x
更新日期:1987-03-01 00:00:00
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更新日期:2020-11-03 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.2001.00768.x
更新日期:2001-01-01 00:00:00
abstract::Since its first implementation in a medical programme at McMaster University, Canada, problem-based learning (PBL) has become a well-established means of teaching and learning medicine. Extensive research has been conducted and a number of strengths of the method are well supported. Several items, however, remain uncl...
journal_title:Medical education
pub_type: 临床试验,杂志文章,随机对照试验
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1046/j.1365-2923.1998.00209.x
更新日期:1998-03-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
doi:10.1111/j.1365-2923.2007.02971.x
更新日期:2008-04-01 00:00:00
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journal_title:Medical education
pub_type: 杂志文章
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更新日期:2015-06-01 00:00:00
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更新日期:2016-09-01 00:00:00
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doi:10.1046/j.1365-2923.2002.01152.x
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pub_type: 杂志文章
doi:10.1111/j.1365-2923.2007.02948.x
更新日期:2008-03-01 00:00:00
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doi:10.1111/j.1365-2923.1986.tb01173.x
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