Registration of participants

Welcome & introductions

  • Introduction of administrative staff, participants and course faculty members
  • Short outline of three-day programme /practical announcements

Basic overview of course content

  • Why do we simulate?
  • Patient, simulated patient, standardized patient
  • Curricular uses of SPs

Role training of SPs (part 1)

  • Review SP training techniques


Selecting & building a case

  • Identifying case objectives
  • Components of an SP-based case
  • Examples of good and bad cases (start with bad case – what is missing and need of refinement)
  • Case templates: participant discussion

Conceptual framework of checklists

  • Issues with checklists: what, who, when, how, why, logistics
  • Different types of checklists: content, process, interpersonal

Training of actual SPs

  • Skills practice: SP training (SPs available) on a pre-prepared case for their complete role
  • Conduct a simulation with a ‘student’ learner in small groups
  • Provide SP and faculty circulating
  • Introduce concept of focusing on a specific area for learning objectives

Short evaluation of the day: feedback to course faculty members

Evening: Dinner for all participants of all workshops at SHE
Homework: give assignments of checklist focus–the menu of possible focus is provided and participants make a selection that matches their interests


Reflection on previous day

Creating a checklist

  • Focused checklist assignments and creating individual checklists

Training SPs to fill out checklists (with role-modeling)

  • Difference in training SPs for high stakes vs. low stakes
  • Observing and using a checklist
  • Skills practice: SP checklist training (SPs available)

Continue training SPs to fill out checklists

  • Followed by demo of each group with an SP in large group
  • Feedback from group on quality of checklist
  • Student available to simulate SP
  • SP completes checklist


SP feedback

  • Exercise [KS] – to be determined
  • Theory & purpose of feedback
    • define feedback vs. debriefing
  • The role/place of SPs providing feedback (compared to feedback by student & faculty members)
  • Demo of training SP feedback including different styles
  • Role play interview so SP can give feedback and debrief SP on how the SP performed (Maas/MIRS style)

Quality assurance

  • SP’s role accuracy, checklist accuracy and feedback accuracy
    • Maintaining accuracy (checklist data)
    • Interaction and discussion of participants, Q/A at their institutions

Simulation “putting it all together”

  • SP pre-trained (new case, new SP, new student, new checklist, feedback)
  • QA forms and participants complete as observing (templates available)
  • Debrief of process with participants

Short evaluation of the day: feedback to course faculty Homework: Topics to cover in Day 3 – menu provided for consideration


Reflection on previous day – start at skills lab

Tour of skills lab with presentation

Assessment of Day 3 needs: Menu

  •  Special use of SPs:
    • Abnormal physical findings & what can be done
    • Use of incognito SPs (or special part, with assignment for participants) with emphasis on ‘telephone’
    • Skills: how to teach others (faculty development of SP educators)

Introduction to research

  •  How to start research with SPs: scholarly working?


Research and SPs

  • State of the art SP research
  • Needs assessments
  • Developing ideas
  • Collaborations

Jumping hurdles

Evaluation of the course

End of course