Simulation in healthcare : journal of the Society for Simulation in Healthcare · 2024
Standardized Patient Education Focused on Equity Deserving Groups: Ten Tips for Educators and Programs-A Qualitative Study.
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Sheth Urmi T, Last Nicole A, Keuhl Amy C, Azim Arden R K, Chen Ruth P, Dhir Jasdeep, Farrugia Patricia R, Geekie-Sousa Aaron G, McCarthy Jeffrey M, Tong X Catherine, Monteiro Sandra D, Sibbald Matthew G
Аннотация
INTRODUCTION: Health professions training programs must train future healthcare providers to meet the needs of equity-deserving patient populations. Standardized patient (SP) programs are one mechanism by which this training can occur. Our aim was to develop a set of recommendations for SP programs and educators around planning, organizing, and delivering SP-based education involving equity-deserving groups.
METHODS: We undertook a qualitative analysis of interview transcripts of SPs, educators, and trainers involved in SP work with equity-deserving groups. Subsequently, we conducted a three-stage modified Delphi process to generate recommendations.
RESULTS: We derived 10 tips to help stakeholders improve SP-based education involving equity-deserving groups. The underlying themes included collaborative involvement, including co-creation and co-delivery of content with members of equity-deserving groups, as well as consistent prioritization of the needs of SPs throughout the process.
CONCLUSIONS: Our findings suggest ways in which SP programs and educators can better train future healthcare providers to meet the needs of equity-deserving patient populations.
METHODS: We undertook a qualitative analysis of interview transcripts of SPs, educators, and trainers involved in SP work with equity-deserving groups. Subsequently, we conducted a three-stage modified Delphi process to generate recommendations.
RESULTS: We derived 10 tips to help stakeholders improve SP-based education involving equity-deserving groups. The underlying themes included collaborative involvement, including co-creation and co-delivery of content with members of equity-deserving groups, as well as consistent prioritization of the needs of SPs throughout the process.
CONCLUSIONS: Our findings suggest ways in which SP programs and educators can better train future healthcare providers to meet the needs of equity-deserving patient populations.