All 'Huberts' had been trained to provide pharmacists with information only if the right questions were asked in an appropriate manner. This exercise served to illustrate the importance of using a systematic, caring approach to working with patients. The patients provided feedback to the group on how they felt about the interaction and then the group had an opportunity to discuss the pharmacist-patient dialogue. Using simulated patients for teaching and learning provides unique opportunities. Participants in our educational program experienced both the strengths and the weaknesses of this type of learning.
Simulated patients can present standardized scenarios to different 'students'.
Working with actors who have been trained to be patients moves the learner one step closer to reality. It also requires learners to integrate and apply knowledge and skills, provides a basis for comparing experiences, and permits standard assessment methods to be used. Along with these positive aspects, the simulated patient experience poses some challenges. Many learners, even when performing well, feel very uncomfortable knowing that they are being observed and that their performance is being evaluated. In addition, actors may unwittingly introduce unplanned variables.