All 'Huberts' had been trained to providepharmacists with information only if the right questions wereasked in an appropriate manner. This exercise served to illustratethe importance of using a systematic, caring approach to workingwith patients. The patients provided feedback to the group onhow they felt about the interaction and then the group had anopportunity to discuss the pharmacist-patient dialogue. Using simulated patients for teaching and learning provides uniqueopportunities. Participants in our educational program experiencedboth 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 trainedto be patients moves the learner one step closer to reality. It also requires learners to integrate and apply knowledge andskills, provides a basis for comparing experiences, and permitsstandard assessment methods to be used. Along with these positiveaspects, the simulated patient experience poses some challenges. Many learners, even when performing well, feel very uncomfortableknowing that they are being observed and that their performanceis being evaluated. In addition, actors may unwittingly introduceunplanned variables.