Training simulated participants for role portrayal and feedback practices in communication skills training: A BEME scoping review: BEME Guide No. 86

AbstractBackground Providing feedback is a key aspect of simulated participants' (SPs) educational work. In teaching contexts, the ability to provide feedback to learners is central to their role. Suboptimal feedback practices may deny learners the valuable feedback they need to learn and improve. This scoping review systematically maps the evidence related to SPs' role as educators and identifies how SPs prepare for their role and feedback practices.Methods The authors conducted a scoping review and included a group of international stakeholders with experience and expertise in SP methodology. Five online databases were systematically searched and ERIC, MedEdPortal and MedEdPublish were hand searched to identify relevant studies. Inclusion/exclusion criteria were developed. Data screening and subsequently data charting were performed in pairs. The results of data charting were thematically analysed including categories relating to the Association of SP Educators (ASPE) Standards of Best Practice (SOBP).Results From 8179 articles identified for the title and abstract screening, 98 studies were included. Studies reported the benefit of SPs' authentic role portrayal and feedback interactions for learners and on the reported learning outcomes. Data was heterogeneous with a notable lack of consistency in the detail regarding the scenario formats for communication skills training interventions, SP characteristics, and approaches to training for feedback and role portrayal.Conclusions The published literature has considerable heterogeneity in reporting how SPs are prepared for role portrayal and feedback interactions. Additionally, our work has identified gaps in the implementation of the ASPE SOBP, which promotes effective SP-learner feedback interactions. Further research is required to identify effective applications of SP methodology to prepare SPs for their role as educators.Keywords: Communication skillsfeedbackrole portrayalsimulated participant; training AcknowledgementsThe authors would like to acknowledge the international networks of SP Educators including members of the Association of SP Educators (ASPE) and the Association for Simulated Practice in Healthcare (ASPiH) and especially those SP Educators who shared their training materials with the review team. The authors would also like to thank members of BEME Editorial Board and the BEME International Collaborating Centre for their expertise in recommendations throughout the course of this review.DisclosuresThe authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.Additional informationFundingThis study was supported by the Irish Higher Education Authority Innovation and Transformation Programme under grant agreement 19032A01. Notes on contributorsAndrea J. DoyleDr Andrea Doyle, BSc Hons (Physics), PGDip MedPhys, PGDipHPE, PhD, is an Educationalist, a Medical Physicist, and a Senior Research Fellow at the RCSI SIM Centre for Simulation Education and Research at RCSI University of Medicine and Health Sciences, Dublin, Ireland.Clare SullivanMs Clare Sullivan, BE, MSc, CEng MIEI, Cert (Simulated and Standardized Patients), is a Researcher at the RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland.Michelle O'TooleMs Michelle O'Toole, BSc, PGDip, MA, CCISM, is a Researcher and Teacher Practitioner at the RCSI University of Medicine and Health Sciences, Dublin, Ireland.Anna TjinMs Anna Tjin, BS, MSc, is a Research Assistant at the RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland.Anastasija SimicevaMs Anastasija Simiceva, BSocSc, MSc, is a Research Assistant at the RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland.Naoise CollinsDr Naoise Collins, BEd, MSc, PhD, is a Lecturer in the Department of Visual & Human Centred Computing, Dundalk Institute of Technology, Co. Louth, Ireland.Paul MurphyMr Paul Murphy, MLIS, is an Information Specialist, at the RCSI University of Medicine and Health Sciences, Dublin, Ireland.Michael J. AndersonDr Michael J Anderson, PhD, is a Simulated Participant at the RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland.Claire MulhallDr Claire Mulhall BA, DMS, PhD, is the Research Programme Manager at the RCSI SIM Centre for Simulation Education and Research at RCSI University of Medicine and Health Sciences, Dublin, Ireland.Claire CondronDr Claire Condron, BSc, PhD, MBA, is the Director of Simulation Education at the RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences, Dublin, Ireland.Debra NestelProf. Debra Nestel, AM, PhD FAcadMEd FSSH, is a Professor of Simulation Education in Healthcare at the School of Clinical Sciences, Monash University, Australia, and a Professor of Surgical Education at the Department of Surgery, University of Melbourne, Australia.Robert MacAulayMr Robert MacAulay, MMHPE, CHSE, is the Director of Simulation Education at the University of California San Diego, School of Medicine, La Jolla, California, USA.Nancy McNaughtonDr Nancy McNaughton, MEd, PhD, is an Education Scholar at the Wilson Centre for Research in Education, Dalla Lana School of Public Health, University of Toronto, Toronto, Canada.Frank CoffeyProf Frank Coffey MB DCH MMedSci MRCPI FRCSEd FFSEM FRCEM, is an Honorary Professor and the Director of DREEAM (Department of Research and Education in Emergency medicine, Acute medicine and Major trauma) at Nottingham University Hospitals' NHS Trust, UK.Walter EppichProf. Walter Eppich, MD, PhD, FSSH, is the Professor and Chair of the RCSI SIM Centre for Simulation Education and Research, RCSI University of Medicine and Health Sciences Ireland.