| dc.rights.license | CC0 | en_US |
| dc.contributor.author | Foucart, Jennifer | |
| dc.contributor.author | Pastur, Thierry | |
| dc.contributor.author | Jacquet, Marie | |
| dc.date.accessioned | 2024-12-11T09:20:38Z | |
| dc.date.available | 2024-12-11T09:20:38Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | https://luck.synhera.be/handle/123456789/2895 | |
| dc.description.abstract | Archives of public health, 79, (2021), 7, 3-4 | en_US |
| dc.description.abstracten | Background
The patient partnership model of Montreal has revealed new practices towards the acknowledgement of the patient's experiential knowledge. This model can be applied in healthcare, education and research settings [1]. Currently, the term "patient-partner" is not included in the SSH dictionary [2] or among the standards of best practices in simulation [3]. Regarding the simulation, the terms that can be found are the standardized patient, whose behaviour is standardized for summative evaluations, and simulated patient, whose behaviour is more authentic and more flexible to the needs of the learners. These two terms can be used to describe both the patients, but also the actors. For this reason, the naming can therefore lead to confusion when it comes to simulation : should we use patient-partner or actor as a “simulated patient”?
Case report
On the basis of the observations of simulation experiments (+/- 50 sessions in 5 years) carried out as part of an initial training programme in medical communication, we have defined the benefits and limitations of using patient-partner or simulated patients in the context of communication simulation. Indeed, in order to use patient-partners in simulation, several criteria should be fulfilled: the training of the patient but also an adequacy between the objective of the simulation and the patient profile. Also, the scenario should not include too many aspects of emotional patient management when involving the patient-partner instead of the simulated patient.
In complex communication situations (bad news announcement), the patient partner can complete the role-play talking about his own experience. His involvement as a simulated patient must be thought through with all partners : teacher, old student, patient partner, simulated patient-actor and simulation trainer.
Conclusions
The applications of human simulation are as broad as the objectives they serve, and therefore require better definition of the contours of a partnership with patients. | en_US |
| dc.description.sponsorship | REG | en_US |
| dc.language.iso | EN | en_US |
| dc.publisher | SOFRASIM | en_US |
| dc.relation.ispartof | Archives of public health | en_US |
| dc.rights.uri | inconnu | en_US |
| dc.title | The involvement of patients in simulations: the connection between the educational objective and the application framework | en_US |
| dc.title.en | The involvement of patients in simulations: the connection between the educational objective and the application framework | en_US |
| dc.type | Article scientifique | en_US |
| synhera.classification | Sciences de la santé humaine | en_US |
| synhera.institution | HE Libre de Bruxelles Ilya Prigogine | en_US |
| synhera.otherinstitution | ULB | en_US |
| synhera.cost.total | inconnu | en_US |
| synhera.cost.apc | inconnu | en_US |
| synhera.cost.comp | inconnu | en_US |
| synhera.cost.acccomp | inconnu | en_US |
| dc.description.version | Oui | en_US |
| dc.rights.holder | inconnu | en_US |
