Standardized Patient Simulation

Become a Standardized Patient

Standardized Patient Minimum Qualifications:

  • Demonstrate ability and willingness to work cooperatively with learners, faculty, and administrators
  • Demonstrate ability to be instructed by an SP Educator and consistently simulate a case scenario in a standardized, accurate and reliable manner
  • Demonstrate flexibility and reliability with scheduling and assignments

Important attributes of a Standardized Patient include:

  • Reliability and punctuality
  • Commitment to the education of health professionals
  • Lack of bias towards the health care system
  • Ability to work with others in a respectful/ professional manner
  • Good communication and interpersonal skills

Standardized Patient Responsibilities:

The Standardized Patient is a valuable learning resource for students if used properly and if the patient maintains a high quality simulation. You will assist in this learning process and increase your enjoyment if you remember the following:

  1. Reliability and punctuality are of the utmost importance. If you are unable to attend a training session or simulation, you must contact the SPP office as soon as possible so arrangements for a replacement can be made. If you leave a voice message or send an email, do not assume that your message has been received until we have contacted you to confirm the cancellation. 
  2. Arrange to meet the teacher at least 15 minutes prior to your session to discuss the format, use of time in/out and what is expected of you as a standardized patient. This is considered professional preparation time.
  3. Do NOT speak to the students “out of role” before or during the simulation – avoid seeing them out of role. This helps with realism.
  4. A “time out” is a valuable learning process for the student. When you are in a “time out” period it is important for you to continue the appearance of the patient (ie: facial expressions, body language, etc.). However do not interact with the student or group until “time in” is called and the action resumes.
  5. If at any time you are in need of a review, or if you have questions or concerns with a simulation, arrange some time with the trainer through the program office. It is important to retain a high quality simulation at all times. It is your responsibility to do so.
  6. Do not allow changes to your simulation. You have been trained from an actual patient case. If changes are requested, explain your need to remain as you were initially trained and refer the client to the Program Coordinator.
  7. When feedback is required, it should be given using the CORBS method unless otherwise instructed. Feedback is given from the patient’s point of view - your feelings and perceptions as the patient. NEVER comment on the student’s techniques – only how you felt. Do not compare one student’s performance to the others. Feedback is on an individual basis and not comparative.

The duties shall include the following:

  • Work in a professional manner when interacting with learners, faculty, supervisors and peers
  • Simulate all aspects of the scenario, including history of current problems, affect/behavior and physical finding in a standardized, accurate and reliable manner
  • Accurately and consistently complete checklists
  • Provide feedback to learners in a consistent and constructive manner using the CORBS method
  • Accept ongoing feedback from supervisor/trainer and incorporate into case simulation
  • Inform the program of changes to contact information such as name, telephone and address
Download the Standardized Patient Application Form here.