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Twelve tips for conducting successful multiple patient encounter simulations (simultaneous simulations).

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Title: Twelve tips for conducting successful multiple patient encounter simulations (simultaneous simulations).
Authors: Brown, Craig1 (AUTHOR) craig.brown@abdn.ac.uk, Thomas, Ian1 (AUTHOR)
Source: Medical Teacher. Jun2017, Vol. 39 Issue 6, p660-664. 5p.
Subject Terms: *Simulation methods in higher education, *Young adults, *Adults, *Higher education, *Professional education, *Medical education, *Teaching methods, Training of medical students, Simulated patients
Abstract: Multiple patient encounter simulations (MPES), whereby learners are exposed to a number of simulated patients simultaneously, are gaining popularity as a method to address curricular gaps. Whilst this approach offers a host of benefits to educators and learners in ways single patient encounter simulations cannot, it also has significant challenges with regards to its implementation. We describe twelve tips for conducting successful MPES, divided into pre-, intra- and post-simulation considerations. By adhering to these twelve tips, educators can plan successful, fiscally responsible, well-organized, structured sessions for all learners (active and observing) that will achieve the learning outcomes desired using this advanced method of simulation. [ABSTRACT FROM PUBLISHER]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Multiple patient encounter simulations (MPES), whereby learners are exposed to a number of simulated patients simultaneously, are gaining popularity as a method to address curricular gaps. Whilst this approach offers a host of benefits to educators and learners in ways single patient encounter simulations cannot, it also has significant challenges with regards to its implementation. We describe twelve tips for conducting successful MPES, divided into pre-, intra- and post-simulation considerations. By adhering to these twelve tips, educators can plan successful, fiscally responsible, well-organized, structured sessions for all learners (active and observing) that will achieve the learning outcomes desired using this advanced method of simulation. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/0142159X.2017.1288864
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        Text: English
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      – SubjectFull: Training of medical students
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              Text: Jun2017
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