Simulated patients as teachers: the role of feedback

Nestel, Debra, Bearman, Margaret and Fleishman, Carol 2014, Simulated patients as teachers: the role of feedback. In Bearman, Margaret and Nestel, Debra (ed), Simulated patient methodology: theory, evidence and practice, Wiley-Blackwell, [Chichester, Eng.], pp.71-78.

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Title Simulated patients as teachers: the role of feedback
Author(s) Nestel, Debra
Bearman, Margaret
Fleishman, Carol
Title of book Simulated patient methodology: theory, evidence and practice
Editor(s) Bearman, Margaret
Nestel, Debra
Publication date 2014
Chapter number 10
Total chapters 22
Start page 71
End page 78
Total pages 8
Publisher Wiley-Blackwell
Place of Publication [Chichester, Eng.]
Keyword(s) Health professional education
simulated patients
Summary This chapter presents the case for SPs providing feedback from their unique perspective within the simulation encounter. Feedback is generally considered key to learning in simulation and SPs can be supported to develop their feedback skills, particularly in the areas of patient-centred care and communication. We blend the use of theory, empirical evidence and practice guidelines. We offer approaches to facilitation that are inclusive of SPs.
ISBN 1118760956
Language eng
Field of Research 130202 Curriculum and Pedagogy Theory and Development
130209 Medicine, Nursing and Health Curriculum and Pedagogy
Socio Economic Objective 930201 Pedagogy
HERDC Research category B1.1 Book chapter
ERA Research output type B Book chapter
Copyright notice ©2015, Wiley-Blackwell
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Document type: Book Chapter
Collection: Centre for Research in Assessment and Digital Learning (CRADLE)
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