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Med Teach. 2018 Jul;40(7):697-702. doi: 10.1080/0142159X.2018.1472755. Epub 2018 May 25.

Values and value in simulated participant methodology: A global perspective on contemporary practices.

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a Monash Institute for Health and Clinical Education , Monash University , Clayton , Australia.
b Department of Surgery (Austin) , University of Melbourne , Melbourne , Australia.
c The Michener Institute of Education at UHN , Toronto , Canada.
d Division of Training and Simulation , Baycrest Health Sciences , Toronto , Canada.
e Skillslab , Berner Bildungszentrum Pflege , Bern , Switzerland.
f Lee Kong Chian School of Medicine , Nanyang Technological University , Singapore.


This article has been written for the 40th year of the publication of Medical Teacher. While we celebrate the contribution of simulated participants (SPs) to health professions education through values and value-based learning, we also offer critical reflection on elements of our practice, commencing with language. We argue for the use of the term simulated rather than standardized and acknowledge the dominant role of the SP as patient and the origins of the methodology. These shifts in terms and their implications in practice reflect changes in the conceptualization of SP-based methodology. Recently published standards for those who work with SPs (SP practitioners) are noted as an important milestone in our community's development. We consider contemporary practices addressing the complex notions of values and value in SP-based learning. We simultaneously refer to the work of SPs and SP practitioners. Phases of educational design including identifying learning objectives, scenario design, implementation, feedback and debriefing are used to illustrate methodological shifts. Within each of these phases, there are relational issues that have to date often gone unchecked and are under reported in literature. Finally, using the metaphor of a murmuration, we celebrate contemporary practices of the global SP practitioner community.

[Indexed for MEDLINE]

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