Validation of clinical simulation scenarios for the teaching of soft skills in child-centered care

• Published in: BMC medical education 2024-03, Vol.24 (1), p.355-355, Article 355
• Main Authors: de Araújo Baptista, Vivianne Izabelle, Braga, Liliane Pereira, de Sousa Mata, Ádala Nayana, Carreiro, Bruno Oliveira, Dos Santos Rosa, Luiz Paulo Gomes, de Morais, Hécio Henrique Araújo, de Azevedo, George Dantas, Appenzeller, Simone
• Format: Article
• Language: English
• Subjects: Adult; Child; Child Health; Children & youth; Childrens health; Childrens Rights; Clinical Competence; College students; Communication; Curriculum; Data Analysis; Education; Education, Medical, Undergraduate - methods; Evaluation; Families & family life; Feedback; Humans; Mathematical Formulas; Medical; Medical education; Medical students; Participation; Patient Simulation; Patients; Pediatrics; Professional ethics; Professionals; Psychologists; Simulated patients; Simulation; Simulation training; Social skills; Soft skills; Students, Medical; Teaching; Training; Undergraduate Students; Validation study; Validity
• ISSN: 1472-6920; 1472-6920
• DOI: 10.1186/s12909-024-05284-7

Consultations with children and their families are complex and require soft skills. However, there is a gap in the medical curriculum concerning these skills, especially as encounter training is often adult-centered. We developed, validated, and applied simulation scenarios that prioritize active participation of children to train soft skills in child-centered care for undergraduate medical students. This is a methodological study to develop three scenarios and a checklist of what is expected. The content was validated by 18 experts. A pre-test was carried out for adjustments. Then, the simulations were applied and evaluated by 18 medical undergraduate students. They included the participation of 6 pediatric simulated patients aged 9-12 years trained by a drama teacher. According to the results, the scenarios and checklist proved to be valid instruments in content terms (ICV-I > 0.8). The scripts were followed by the simulated pediatric patients, but they had difficulty mimicking a hypoactive state. Some were anxious, but everyone enjoyed participating in the feedback. The simulated parents had difficulty participating and giving space to the child's speech. Participants assessed that the simulations performed as they were proposed and, after experimenting them, felt more prepared. The simulations provided an opportunity for students to practice soft skills by interacting with children in a safe environment. Using children as simulated patients is feasible but presents some challenges. Our study has expanded the ways in which children's health content can be taught. We are investigating whether this training leads to better patient outcomes in real clinical settings.