Standardazed Patient
Description: As much as mannequins can become increasingly complete and especially realistic, it is always difficult to simulate a dialogue with a patient without the latter being mentally schematized. Therefore, on some occasions, it is preferable to use a simulated patient, i.e., an actor, preferably a non-healthcare professional, who plays a patient and the symptomatology. Preparing a simulated patient requires an excellent description of the patient, not only the symptomatology but also the answer to any questions posed by the health care professional. To increase realism, wearable devices are also often used, which are useful for performing certain techniques (venipuncture, catheterization, delivery, and more).
Procedural/gestural skills
The specific learning outcomes, i.e. those operational (gestural skills that involve muscle memory) and cognitive (clinical reasoning and diagnostic problem-solving) and social skills (interpersonal skills that enable individuals to interact effectively with others) that the learners will acquire or on which they will be able to reflect through the use of the simualtion device
Cognitive abilities/clinical reasoning
The specific learning outcomes, i.e. those operational (gestural skills that involve muscle memory) and cognitive (clinical reasoning and diagnostic problem-solving) and social skills (interpersonal skills that enable individuals to interact effectively with others) that the learners will acquire or on which they will be able to reflect through the use of the simulation device
Relational/social skills
The specific learning outcomes, i.e. those operational (gestural skills that involve muscle memory) and cognitive (clinical reasoning and diagnostic problem-solving) and social skills (interpersonal skills that enable individuals to interact effectively with others) that the learners will acquire or on which they will be able to reflect through the use of the simulation device
Target Audience
The level of experience of the participants, for which the device is more appropriate
Disciplines
The disciplinary scope for which the simulator finds possible applicationAllergology, Anaesthesiology, Cardiology, Emergency Medicine, Endocrinology, Gastroenterology, Geriatrics, Infectious Diseases, Internal Medicine, Medical Oncology, Midwifery, Nephrology, Neurology, Nursing, Occupational Medicine, Pharmacology, Physical and Rehabilitation Medicine, Pneumology, Rheumatology, Urology
Educational Setting
The didactic environment or context in which the simulator can be used effectively
Type of Training
Whether the device is more effective for the development of skills and knowledge for a single learner or the collective performance of a group working together
SIMZONE
It refers to a system of organization for simulation-based learning [Roussin & Weinstock, Acad Med. 2017 Aug;92(8):1114-1120]. Simulations are divided into four zones (Zones 0–3). Zone 0 simulations include autofeedback exercises typically practiced by solitary learners. Zone 1 simulations include hands-on instruction of foundational clinical skills. Zone 2 simulations include acute situational instruction, such as clinical mock codes. Zone 3 simulations involve authentic, native teams of participants and facilitate team and system development.Fidelity
Physical (or environmental) fidelity is linked to the properties, fabrication of the simulation tool, for example, a manikin that breathes through an electromechanical system
Required familiarization
It refers to the process by which facilitator/instructor become accustomed to the simulation device and procedures (i.e. how to use the controls of the simulation device) before the actual training or assessment begins
It refers to the process by which learner(s) become accustomed to the simulation device and procedures before the actual training or assessment begins (i.e. if the manikin is capable of simulating different breath sounds or heart sounds, learners need to know where to place the stethoscope for correct auscultation; or for virtual simulations, how to manipulate a simulated endoscope in an endoscopy simulator)
Single-user vs Multi-user
The capability to accommodate the number of users or participants simultaneously
Required replacements
Require replacement parts after extended use, or if a part becomes damaged or is subject to wear and tear (i.e. replaceable skin pads for practicing injections or sutures)
Feedback type
It refers to the ability of the simulator to record data about the learner's actions and the simulated patient's responses and to generate reports or logs that can be reviewed during and/or after the simulation. The data can provide detailed feedback about what actions were taken, how long they took, what the outcomes were, and where there might be room for improvement. The data can be immediately available and understadable for the learner(s) or may need to be provided to the facilitator/instructor and need interpretation
FOR USERS
Share Your Experience!
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Have you used this simulator? We'd love to hear your feedback! Your insights will help others make informed decisions and improve simulation-based education.
Rate your satisfaction across the three key dimensions:
- Educational: How well does it meet your training objectives?
- Operational: Was it user-friendly and efficient to set up?
- Costs: Did it offer good value for its price?
