Real patient involvement in role development: Evaluating patient focused resources for clinical procedural skills

Abstract

Background: Simulated patients (SPs) are widely used in medical education. The literature offers little evidence for scenario or SP role development. Published materials describe guidelines for structuring roles but there is little information on process. Anecdotal evidence suggests that SP roles are usually created by health care professionals and teachers. Although this approach has advantages it places the role at risk of omitting or misrepresenting real patients' experiences. Aim: We wanted to explore a systematic approach to role development that was based on individual patient's experiences. Methods: Real patients were interviewed about their experiences of procedures they had undergon..