In the world of medical education, patient simulation plays a crucial role in training healthcare professionals. But what happens when professional actors step into the shoes of standardized patients? In this insightful conversation from the SIM Moove podcast, Emilie Launay Bobillot, a seasoned actress and patient simulator, shares her unique journey from the stage to the simulation lab. She discusses the technical and emotional challenges of portraying patients, the fine balance between performance and authenticity, and the impact of simulation on both learners and actors. Through her experience, we gain a deeper understanding of the evolving role of professional actors in medical training.
A SIMZINE exclusive based on SIM Moove podcast interview with Emilie Launay Bobillot
In the world of healthcare simulation, standardized patients (SPs) play a crucial role in training medical professionals. Whether they are called standardized patients, simulated patients, or simulated participants, their presence enriches the learning experience, making medical training more immersive and effective.
In this episode of SIM Moove, a podcast dedicated to French-speaking simulation enthusiasts, host Fouad Marhar sits down with Emilie Launay Bobillot, an experienced standardized patient and professional actress. Through this discussion, Emilie offers a unique perspective on the intersection of performance art and medical education, sharing her journey, insights, and challenges as an SP.
From Theater to Healthcare Simulation
Emilie’s journey into the world of simulation did not begin in a hospital but on the stage. Trained at the prestigious Haute École de Théâtre de Suisse-Romande in Lausanne, she pursued a career as a professional actress, performing in classical and contemporary theater. However, a job posting at her school inviting actors to participate in healthcare simulation changed the course of her career.
Her first experience as an SP involved delivering simulated breast cancer diagnoses to nursing students. Each student could choose the stage of the cancer diagnosis they wanted to practice delivering, and Emilie had to switch between scenarios seamlessly. This intense introduction to simulation sparked her interest, demonstrating how her theatrical skills could serve a higher educational purpose.
The Physical and Emotional Demands of Being an SP
One of the most compelling aspects of Emilie’s experience is her description of the physical intensity required to portray a patient convincingly. “Acting in simulation is like sprinting,” she explains. Unlike stage acting, which allows for gradual emotional build-up over a play’s duration, SPs must immediately immerse themselves in high-intensity emotions and then quickly return to a neutral state.
Despite repeatedly simulating distressing scenarios, Emilie insists that the impact on her is more physical than psychological. She draws a clear distinction between personal emotions and professional acting, emphasizing the importance of technical control in her performances. By focusing on breath control, posture, and vocal techniques, she creates realistic portrayals without internalizing the distressing narratives.
However, she acknowledges that post-simulation moments—like conversations in the hospital cafeteria—can sometimes be more challenging than the simulations themselves. “People start talking to you as if you were truly the patient,” she notes. “Sometimes, I prefer eating alone after a session.”
Acting Techniques and the Role of Training
The discussion also touches on the different approaches to acting in simulation. Unlike American method acting, which often requires deep emotional immersion, Emilie employs techniques rooted in physical theater and Brechtian distancing. She believes that actors do not need to fully become their characters; instead, they should focus on delivering a truthful performance through carefully honed skills.
Her training as an SP includes understanding scenarios deeply, questioning the realism of scripts, and ensuring that emotions are justified by context. “I’m not a button you can press for emotions,” she insists. If a script calls for anger, she asks, “Why is the character angry? Where does the emotion come from?” This analytical approach ensures that simulations are pedagogically effective rather than performative spectacles.
Training Actors for Simulation
Beyond her work as an SP, Emilie is also involved in training other actors for medical simulation. She collaborates with Chantiers Nomades, a professional training organization for actors, to introduce them to the unique demands of healthcare simulation. This initiative, held at the ANNSIM simulation center in Annecy, provides actors with immersive training alongside healthcare professionals.
During the program, actors engage in role-playing with medical staff, experiencing a variety of simulation environments, from therapeutic education to emergency response. The training culminates in a real medical simulation session, allowing participants to test their newly acquired skills in an authentic setting.
Interestingly, not all trained actors go on to work in medical simulation. Some take the skills they learn—particularly those related to realism, improvisation, and audience engagement—back to traditional theater. Emilie notes that working in simulation has significantly influenced her own acting approach, particularly in terms of responsiveness and adaptability.
The Ethical Considerations of SP Work
A recurring theme in the conversation is the ethical responsibility of actors in simulation. One key concern is ensuring that actors feel comfortable with the roles they play. Emilie emphasizes that actors should have the right to refuse certain scenarios without fear of losing opportunities.
“If an actor has experienced a personal trauma similar to the simulation scenario, they should have the right to decline without justification,” she says. Open dialogue and flexibility in scripting can help mitigate potential distress. For example, adjusting the character’s background or modifying certain details can allow an actor to participate without emotional strain.
Moreover, she highlights the importance of professional debriefing. While actors may be skilled at compartmentalizing their emotions, the transition from an intense simulation to real-life interactions can sometimes be jarring. Structured post-simulation discussions and decompression activities can help actors process their experiences effectively.
The Future of SPs in Medical Training
As the conversation concludes, Emilie reflects on the evolving role of SPs in medical training. She acknowledges that many institutions still rely on volunteers or untrained individuals to play patient roles. While this approach can be cost-effective, she argues that investing in trained actors enhances the learning experience for medical trainees.
She also notes that the SP community could benefit from stronger professional networks and institutional recognition. By integrating trained actors more systematically into simulation programs, educators can ensure that scenarios remain high-quality and beneficial for learners.
Conclusion
Emilie Launay Bobillot’s insights highlight the intricate balance between performance and pedagogy in medical simulation. As healthcare education continues to embrace immersive learning, the role of SPs remains vital in preparing professionals for real-world patient interactions.
For actors, working in simulation offers an opportunity to apply their craft in a meaningful and impactful way. For educators, collaborating with trained SPs ensures that medical simulations are not only realistic but also emotionally and pedagogically sound.
Ultimately, the success of medical simulation relies on strong partnerships between educators, healthcare professionals, and actors—each bringing their expertise to create a transformative learning experience.
Full conversation available in French on SIM Moove
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