Narrative simulation with a standardized patient in aging psychology education: an experiential learning approach to professional competency development.
Aug 2026· Gerontology & Geriatrics Education· pp.
1-14
· 0 citations· 24 references
Medicine
Abstract
The training of future psychologists requires pedagogical approaches that effectively bridge the gap between theoretical knowledge and the complex competencies demanded in professional practice with older adults. This study aimed to evaluate the educational impact of a narrative simulation with a standardized patient implemented in an undergraduate Aging Psychology course. A pilot mixed-methods design was conducted with 56 third-year psychology students. Quantitative data were collected through an ad hoc questionnaire assessing satisfaction, perceived usefulness, methodological design, and professional transferability, while qualitative data were obtained from written reflective narratives. Descriptive analyses showed very high overall satisfaction and perceived professional relevance of the experience. Thematic analysis revealed four core learning domains: development of communicative and empathic competencies, emotional self-regulation and reflective awareness, humanization of aging through narrative identity, and the pedagogical value of structured debriefing. The integration of findings indicates that narrative simulation provides a psychologically safe and experientially rich learning environment that supports the development of key gerontopsychological competencies beyond what traditional instructional methods typically achieve. These results highlight the potential of narrative simulation with standardized patients as a transferable and impactful educational strategy in aging psychology education, with implications for curriculum design and competency-based training in gerontology-related disciplines.
Early development of core competencies is essential in medical education, yet traditional medical curricula often struggle to bridge the gap between biomedical knowledge and humanistic application. Drawing on social constructivism, this study examines an integrated Narrative Medicine (NM) and Peer-Assisted Learning (PAL) model designed to facilitate the transition from foundational knowledge to contextualized professional application. An explanatory sequential mixed-methods design was employed. A 19-indicator Knowledge-Skills-Attitude (KSA) scale was developed via a Delphi process and evaluated for preliminary psychometric properties. Following a 10-month intervention with 128 first-year students (Experimental n = 64; Control n = 64), hybrid thematic analysis of 14 in-depth interviews explored the underlying pedagogical mechanisms. The experimental group reported significantly higher self-reported core competency scores than the control group (77.42 ± 7.45 vs. 68.00 ± 7.31; p < 0.001; Cohen's d = 1.28). At the item level, critical thinking and empathy-driven awareness did not reach statistical significance. Qualitative findings suggested that participants perceived narrative features of the integrated package as a catalyst for meaning-making, while peer-assisted elements were viewed as providing social scaffolding necessary for skill development. This exploratory study provides preliminary evidence that the integrated NM-PAL model may support students' self-reported development of contextualized clinical competence and early professional identity. By providing a low-pressure collaborative environment, the model may support early reflective engagement that could be foundational to professional development, warranting further longitudinal and confirmatory research.
Peixin Lin, Xiaolin Yin, Xuankun Zheng et al.· BMC Medical Education· 0 citations
The CoLearn Framework offers an explanatory model for designing reflective, relational, and situated faculty development and was associated with participants' self-perceived gains in selected dimensions of cultural competence, particularly cultural understanding and communication strategy adjustment.
Sisi Li, Xunchen Liao, Xi Chen et al.· BMC Medical Education· 0 citations
INTRODUCTION
Grounded in Miller's pyramid, simulation seeks to provide a "shows how" learning experience, bridging theory to clinical application. This pilot study explores integrating role-play simulation-based learning within a third-year undergraduate speech-language pathology theory course at a South African university to address the theory-practice gap prevalent in traditional curriculum designs.
METHODOLOGY
This study employed a multimethod approach, primarily using qualitative design and analytic approaches with a purposive sample. It incorporated role-play simulations focused on informal bedside cognitive-communication assessments for traumatic brain injury and motor speech disorders, complemented by an escape room activity simulating real-world case scenarios. Data were collected through pre- and postcourse questionnaires, self-reflections, and reflexive thematic analysis of simulation debriefs.
RESULTS
Findings revealed that role-play simulations improved student knowledge, confidence, and integration of theoretical concepts, although some students expressed a need for additional practice and feedback. The structured design, peer and educator feedback during debriefings, and practical application were highlighted as critical factors contributing to learning.
CONCLUSION
These results from this pilot study suggest that role-play simulations can be effectively implemented in theory courses, offering a valuable pedagogical tool to assist in closing the theory-practice gap.
K. Coutts, N. Barber· Simulation in Healthcare: Th...· 0 citations
ABSTRACT
Physician assistant (PA) education focuses heavily on developing the medical knowledge and clinical skills necessary for competent practice. However, qualities such as empathy, leadership, teamwork, and patient-centered care are often cultivated through experiences beyond the formal curriculum. This reflective article describes the development of advanced professional exploration (APEX), a student-led initiative created to complement traditional PA education through experiential learning, professional exploration, and meaningful engagement with patients and health care topics. Developed with faculty mentorship, APEX provides opportunities for students to broaden their understanding of health care through patient and family storytelling sessions, discussions on health equity and disparities, hands-on clinical skills workshops, and simulation-based teamwork exercises. These experiences encourage reflection, curiosity, and a deeper appreciation of the human dimensions of medicine. Drawing from personal experiences as an immigrant, military veteran, and parent, the author reflects on how service, communication, and cultural awareness shape professional identity and patient care.
Riya Chaudhari, Brian Terzian· The journal of physician ass...· 0 citations
Background
Psychiatry residency training requires not only biomedical and psychotherapeutic knowledge, but also advanced relational, communicative, and reflective competencies. Increasing evidence suggests that self-reflection, empathy, and communication skills are essential for both patient care and physician well-being. However, these competencies are often insufficiently addressed through structured experiential learning during psychiatric training.
Objective
This article presents an educational initiative developed at the University Psychiatric Clinic Ljubljana aimed at strengthening self-reflection, dialogical skills, and professional resilience among psychiatry residents through systemic learning–based workshops.
Discussion
The workshop programme, entitled Meta-knowledge in Psychotherapeutic Interventions in Psychiatry, integrates experiential learning, systemic thinking, and reflective dialogue within a psychologically safe educational environment. The initiative focuses on meta-level competencies derived from different psychotherapeutic traditions, including empathy, relational awareness, communication, and understanding of unconscious interpersonal processes. Since 2019, the workshops have been delivered regularly to psychiatry residents across different stages of training. Participants reported improved tolerance of uncertainty, increased awareness of communication dynamics, enhanced understanding of relational processes, and greater confidence in professional interactions with patients, colleagues, and multidisciplinary teams.
Conclusions
Educational environments that intentionally cultivate reflective and dialogical competencies may contribute substantially to professional resilience and well-being among psychiatry residents. The workshop model presented here illustrates how relatively small but continuous educational interventions can complement standard residency training while preserving the humanistic core of psychiatry in increasingly complex and technologically driven healthcare systems.
Maja Rus Makovec, M. Delic, S. Demšar et al.· European Medical Specialist...· 0 citations
Introduction Existing physical literacy (PL) assessment tools primarily evaluate enduring traits and provide limited insight into students’ immediate experiences during physical education (PE) lessons. This study aimed to develop and validate the QPE4PLimpact, a questionnaire designed to assess the situational impact of PE lessons on high school students’ PL. Grounded in a monist and phenomenological perspective, PL was conceptualized as an embodied and contextual construct encompassing physical, psychological-affective, cognitive, and social domains. Methods Questionnaire development followed a three-phase process involving (1) domain identification based on existing theoretical frameworks and expert consensus, (2) item generation and refinement via expert feedback and cognitive interviews, and (3) psychometric evaluation with exploratory and confirmatory factor analyses. Results The analyses supported a four-factor, 19-item structure with good reliability and satisfactory evidence of construct validity. Discussion The QPE4PLimpact provides a theoretically grounded and pedagogically relevant instrument for assessing the immediate, context-dependent expression of PL in PE lessons. It offers new opportunities for evaluating educational practices and supports future cross-cultural and longitudinal research.
Matthieu Stioui, Lisa Lefèvre, Cédric Roure et al.· Frontiers in Psychology· 0 citations
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