How to Design an

Educational Session with

Standardized PatientsPresented by:

Valerie Fulmer, BA;

Marie Fioravanti DNP, RN;

Adam Kukic, MA

Overview of Standardized Patients (SP)

• Discuss your experience as a learner or an

educator

• Introduction/Refresher to SP Methodology

• Practice: Designing a teaching

or testing activity utilizing SPs

• Resources

Objectives

1) Define basic components of SP

methodology

2) Outline strategies for SP activity design

for your environment

3) Identify resources

Who are SPs?

• SPs are healthy individuals trained to portray a real

patient, health professional, family member or other

individual for the purpose of education (formative or

summative).

– Able to provide feedback- proxy for patient’s perspective

– Continuity of portrayal

– Respond to learner skill

– Educator (checklist completion, experiential learning)

– Represent all walks of life

What is SP Methodology?

Theories and practices related to:

Scenario/ Case writing- materials and checklist development

Activity Design- metrics, data collection, logistics…

Recruiting and Selection of SPs

Training (SPs and Faculty)

Portrayal

Feedback

Quality control measures

SP Methodology

• Can combine modalities; hybrid, inter-

professional, team training, group training, large

group demonstration…

• Highly effective when the learning objectives

relate to interpersonal, rapport building,

communication or counselling skills.

Brainstorm:

Activity Design

• How could you incorporate SPs into your

educational practice?

Packet:

1. Activity Template

2. Case Template

3. Checklist Template

Activity Design: “Big Picture Ideas”

• What is the goal of the educational event?

How will the goals be assessed?

• Who is your learner or participant

population?

• Are you creating cases & checklists? If

not, how will you procure them?

• What are your expectations of the SPs?

Activity Design:Logistics

• How do I find SP programs ?

• What’s a reasonable budget?

• The Schedule:

– How long will the day be?

– How many participants / learners?

– How long is each SP encounter?

– Time allotted for verbal feedback or checklists

Activity Design:Logistics

• Where will this activity be held?

– Internal location

• How do you reserve space?

• What is a good time to run activity (least disruptive)

– External location

• Cost involved

– Space limitations (either internal or external)

Activity DesignSP Population

• How many SPs will you need?

• What are your demographic needs?

• What trainings have the SPs already

received? How experienced are the SPs?

• Will the SPs require additional training?

“A Personal Story”

• First Attempt at using an SP

• Different Methodology • What was the objective of the activity?

• What were the components of the activity?

• What was the result of your activity (were your

goals met)?

Plan Inception to Conclusion1. Learning Objectives

2. Creating the cases / trialing scenario

3. Checklists / script

4. Training the SPs

5. Detailed outcomes to assist with debriefing

6. Iterative Development / Quality

Improvement/Revision

The Role of Debriefing

• It is the most important role in Simulation

– Trained Faculty in Debriefing

• 3 Roles of Debriefing to Remember

– Make it Safe

– Make it Stick

– Make is Last

PAIGE, J. T., et al. (2015)

Questions

• Further questions

• Resources

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