Constructing effective simulations – what’s involved in the training of SCs?

1. Constructing effective simulations – what’s involved in the training of SCs? Professor Paul MahargGlasgow Graduate School of Law

2. Recruitment Training … practice … yet more practice presentation

3. Special agendas – possible screening process needed Age/gender role-dependent Accessible (tel, email) Able to keep data confidential Able to accept feedback and to learn from it Currently, a group of around 12 SCs are on file recruitment

4. ‘“The best way to learn how to do standardized patients is to do it along side of someone who has already done it before. It’s [the] apprenticeship system.”’ Wallace, P. (1997) Following the threads of an innovation: the history of standardized patients in medical education, Caduceus, A Humanities Journal for Medicine and the Health Sciences, Department of Medical Humanities, Southern Illinois University School of Medicine, 13, 2, 5-28. training

5. Held by Dr Jean Ker, University of Dundee Medical Faculty, for GGSL staff and SCs. Aims: at the end of the workshop the participant will: Recognise the relevance of a script in developing a character Recognise the importance of non-verbal cues in maintaining realism Practise using a script Discuss the importance of a checklist in assessing a students performance training the trainers workshop

6. Practice in formative settings: Clients in ICCC Clients in Professional Competence Course (PCC) Preparation for summative role Read script as group Discuss the role Discuss feelings, reactions Clear up ambiguities Use feedback to modify the scenario Practised the role, staff as lawyer, observed by clients who provide feedback formative & summative role-play

7. There’s a need for the SCs to calibrate: Body language Tone of voice Attitudinal swings Dealing with the lawyer’s open questions… Improvising on closed questions… Performance analysis: ‘What prompted you to say…?’ ‘How did you feel…?’ And to: Be aware of orientation towards lawyer at first sight Respond congruently to the lawyer Consult the internal ‘invigilator’… training points – any issues?

8. We explained marking system, discuss and form common understanding SCs viewed and marked videos, comparing to ‘standard’ Viewed each others’ ‘live’ performances and marked Process repeated until everyone has role-played once Comment on performance Marks were collated in the room (suspense factor…) training to assess

9. Client interviewing assessment form

13. General paucity of SC-specific training data available Little literature is available on reproducible methodologies of training SCs. Need for continuity or standardization network-wide. How will we ensure a consistently standardized experience to our learners year after year? How do we know what standards should be in place network-wide? Creation of network-wide standards or criterion in place regarding selection of trainers? How might this ultimately affect the learner? overview of training issues

14. Relationship of SC trainer re: Other clinical faculty Academic faculty Administrators Other, possibly local clinical centres (eg medical) Students & other learners (eg undergraduates, law firm fee-earners, etc) shifting faculty roles

15. Use SCs in other institutions, eg College of Law in England & Wales (York) Form a network of interested SC faculty Cascade training methods Embed methods in local learning cultures next steps

16. Email: karen.barton@strath.ac.uk paul.maharg@strath.ac.uk Blog: http://zeugma.typepad.com Address: Glasgow Graduate School of Law Lord Hope Building University of Strathclyde 141 St James’ Road Glasgow G4 0LU contact details