Feedback is arguably the most impactful, key component of the work Simulated Patients aka Standardized Patients (SPs) contribute to healthcare simulation. How do we ensure we are meeting the standards of best practice regarding feedback? Research on successful SP feedback training techniques is limited, and the adoption of active methodologies is still low. We have chosen to transition away from feedback structures, such as the popular “feedback sandwich,” which Simulated Participants reported finding limiting and less authentic.
The Reflective Feedback Technique (RFT) was created by modifications to Wiggins’ Seven Keys to Effective Feedback to suit the needs of simulation-based education. A process for continuous training improvements for SP’s established quality and efficacy in the verbal feedback components, followed by an ongoing training strategy focused on self-reflection that references John Hattie’s Visible Learning. These ideals also informed the creation of a post-encounter feedback reflection survey for quality assurance.
A survey of 60+ SPs revealed all felt more confident and comfortable to give verbal feedback to learners under these new guidelines. SPs reported success with transparent, collaborative, learner-led feedback sessions. Additionally, results revealed the faculty’s learning objectives and more directly met the individual needs of each learner. Faculty tracked and provided continual improvement in the quality of these feedback sessions with post-encounter reflection surveys.
This new feedback technique led to greater educational outcomes for learners and more effective feedback discussions for SPs. Many of our SPs work at multiple institutions and report increased certainty in impactful feedback sessions under this format. Moreover, SPs believe they facilitated these sessions with greater confidence and created more positive experiences through this reflection method.
Kazzie Cazort is a seasoned Simulated Patient (SP) educator and trainer with over a decade of experience enhancing healthcare education through innovative training techniques and dynamic role-play scenarios. As a Simulated Patient Trainer at Oregon Health and Science University (OHSU), she develops and implements comprehensive training programs, including the creation of RIVERS, a reflective feedback technique, that improve SP performance, feedback delivery, and alignment with evolving medical curricula. Kazzie’s extensive experience includes high-stakes Objective Structured Clinical Examinations (OSCEs), summative assessments, and delivering nuanced feedback to medical trainees. She has delivered workshops and talks at national conferences like the Association of Simulated Patient Educators (ASPE). Kazzie holds a Bachelor of Fine Arts from the University of Arkansas at Little Rock and is ASPE-certified in SP methodology and best practices. She is currently collaborating on research focusing on the efficacy of reflective feedback techniques.
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