Ní Chianáin Linda, Fallis Richard, Johnston Jenny, McNaughton Nancy, Gormley Gerard
Centre for Medical Education, School of Medicine Dentistry and Biomedical Sciences, Queen's University Belfast, Belfast, UK.
Medical Library, Queen's University Belfast, Belfast, UK.
BMJ Simul Technol Enhanc Learn. 2021 Jun 17;7(6):611-616. doi: 10.1136/bmjstel-2021-000886. eCollection 2021.
Person-centred simulation in health professions education requires involvement of the person with illness experience.
To investigated how real illness experiences inform simulated participants' (SP) portrayals in simulation education using a scoping review to map literature.
Arksey and O'Malley's framework was used to search, select, chart and analyse data with the assistance of personal and public involvement. MEDLINE, Embase, CINAHL, Scopus and Web of Science databases were searched. A final consultation exercise was conducted using results.
37 articles were within scope. Reporting and training of SPs are inconsistent. SPs were actors, volunteers or the person with the illness experience. Real illness experience was commonly drawn on in communication interactions. People with illness experience could be directly involved in various ways, such as through conversation with an SP, or indirectly, such as a recording of heart sounds. The impact on the learner was rarely considered.
Authentic illness experiences help create meaningful person-centred simulation education. Patients and SPs may both require support when sharing or portraying illness experience. Patients' voices profoundly enrich the educational contributions made by SPs.
卫生专业教育中的以患者为中心的模拟需要有疾病经历的人参与。
通过范围综述来梳理文献，调查真实的疾病经历如何为模拟教育中的模拟参与者（SP）的表现提供信息。
在个人和公众参与的协助下，使用阿克西和奥马利的框架来检索、选择、制表和分析数据。检索了MEDLINE、Embase、CINAHL、Scopus和科学网数据库。利用结果进行了最后的咨询活动。
37篇文章在范围内。对SP的报告和培训不一致。SP是演员、志愿者或有疾病经历的人。在沟通互动中通常会借鉴真实的疾病经历。有疾病经历的人可以通过多种方式直接参与，比如与SP交谈，或者间接参与，比如心音录音。很少考虑对学习者的影响。
真实的疾病经历有助于创建有意义的以患者为中心的模拟教育。患者和SP在分享或呈现疾病经历时可能都需要支持。患者的声音极大地丰富了SP所做的教育贡献。
