Effect of Simulated Patient Practice on the Self-Efficacy of Japanese Undergraduate Dietitians in Nutrition Care Process Skills

Simulation-Based Learning Experiences in Dietetics Programs: A Systematic Review

“…Ward simulations were featured in 1 study, 43 the outpatient setting in 4, 39,44−46 and 2 articles used a multisetting scenario. 47,48 Although all students participating in the simulations were prefinal placement, different student cohorts were represented: 2 studies included Sophomore (second year) students, 46,49 4 studies included Senior (fourth year) students, 38,44,45,47 6 studies included Junior (third year) students, [40][41][42][43]48,50 and 2 studies included graduate students as the participants. 39,44 Student year level was unable to be determined in 1 study.…”

“…Five studies measured changes in patient communication and counseling scores. 39,44,46,48,50 Counseling scores were also measured in 1 other study 38 ; however, the activity was employee management in food service rather than the clinical setting. Confidence in ability and readiness to practice was measured in 1 study.…”

“…45 Aims of the included studies. The stated aims of the studies can be grouped into 5 themes: (1) description of the simulation experience, 38,39 (2) inclusion of SPs in simulations, 45,47,48,50 (3) experience of interprofessional learning, 43 (4) effect of the simulation of student readiness to practice, 3 and (5) use of OSCE for assessment. [40][41][42]49 The reported findings of the learning outcomes and process evaluations were all favorable for the benefits of simulation except for the multistation OSCE simulation aimed at enhancing communication and counseling skills, described by Gibson and Davidson 50 who reported limited justification for SP SBLE for most of the students because of the cost and limited skill improvement.…”

“…students with a workshop, 49 and 1 provided a comprehensive prebriefing covering aspects of the simulation including simulation timing, design, assessment, and activities, 50 with 1 study 48 also offering individual tutorial support for students in preparation for the simulation. Feedback provided to students was mostly in written or verbal form, from SPs, 3,44,48,50 facilitators, 3,44,45,48,50 and other group members 41,42,45,48 and focused primarily on communication skills or performance. Self-analysis of student performance captured by video recording the simulation was reported in 5 studies.…”

“…Five of the 14 studies reported conducting a distinct debrief session. 3,38,43,48,50 Details of SPs were described in all 14 studies; 11 simulations used trained or experienced SPs, 3,39−44, 46,48−50 1 simulation used actors only, 38 1 simulation used teaching assistants and paid theater students, 45 and 1 simulation used actors and students in role-plays. 47 Seven simulations described the relationship between the timing of the simulation and the learning activities within the program curriculum.…”