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Simulated patients as teachers: the role of feedback
chapterposted on 2014-12-01, 00:00 authored by C Fleishman, Margaret BearmanMargaret Bearman, D Nestel
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.