Peer simulation, whereby students portray the patient role for each other during simulation-based education (SBE), is gaining traction as a unique, scalable and sustainable learning approach. In addition to providing opportunities for practicing clinical skills, portraying the patient role accurately for peers enhances understanding of patient perspectives, fostering development of communication and patient empathy. Additionally, students report that peer simulation, unlike role-play, is unexpectedly realistic, and a valuable and engaging learning experience. Peer simulation may have fewer financial constraints than other SBE approaches and may potentially address declining clinical placement availability. This presentation will outline evidence around key design features of peer simulation and provide a method of educating students to portray patient roles for their peers.
Narelle Dalwood, APAM, MACP, is an APA titled neurological physiotherapist, senior lecturer, and neurology team lead in the physiotherapy department at Monash University. Narelle has combined clinical and educator roles throughout her career. Her key focus includes assisting students to successfully manage the challenging transition from campus-based learning to the clinical environment. To this end she has developed and co-ordinates a peer simulation program which runs across nine units throughout two physiotherapy courses at Monash University. Narelle is committed to establishing and publishing the best available evidence to investigate and support the use of peer simulation as an innovative, sustainable educational approach.
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