Rice, Kylie

Murray, Clara V

Tully, Phillip J

Hone, Alice

Bartik, Warren J

Newby, Daiva

Cosh, Suzanne M

2022-03-31

<p><b>A Commentary on</p> <p><b>The use of simulated patients in medical education: AMEE Guide No 42</b><br/> <i>by Cleland, J. A., Abe, K., and Rethans, J. J. (2009). Med. Teach. 31, 477–486. doi: <a href = "https://www.tandfonline.com/doi/full/10.1080/01421590903002821/">10.1080/01421590903002821</a></i><p> <p><b>Simulation based education</b><br/> <i>by Cleland, J. A. (2017). Psychologist 30, 36–40.</i></p> <p><b>Building Academic Staff Capacity for Using eSimulations in Professional Education for Experience Transfer<br/> <i>by Cybulski, J., Holt, D., Segrave, S., O'Brien, D., Munro, J., Corbitt, B., et al. (2010). Sydney, NSW: Australian Learning and Teaching Council.</i></p> <p><b>Student and staff views of psychology OSCEs</b><br/> <i>by Sheen, J., McGillivray, J., Gurtman, C. and Boyd, L. (2015). Aust. Psychol. 50, 51–59. doi: <a href = "https://www.tandfonline.com/doi/full/10.1111/ap.12086/">10.1111/ap.12086</a></i></p> <p>The Australian Postgraduate Psychology Education Simulation Working Group (APPESWG) recently published guidelines titled "<i>A new reality: The role of simulated learning activities in postgraduate psychology training programs</i>" (Paparo et al., 2021). The document was developed in the context of COVID 19-related disruption to practica within professional psychology training. As a consequence, many training providers adopted simulated training activities as a way to support course progression during the pandemic. Paparo and colleagues' stated aims were to provide comprehensive guidance for the use of simulation as a competency-based training tool and in the interests of public and student safety, both during and after COVID 19. The guidelines included nine criteria for best practice in simulated learning activities in training, for example, that activities should be competency-based, should mirror real-life practice situations and should provide opportunities for active participation and trainee reflection (see Paparo et al. for detail). The document provided helpful guidance on the use of simulated learning activities (SLA) as part of course content within an Australian professional psychology training context, however the guidelines did not cover simulated placement experiences. Considerations especially around supervision and the development of professional and ethical practice within a simulated learning environment need to be made to effectively apply the APPESWG Guidelines within a placement context. Here, we extend these guidelines for provision of simulated professional psychology placements based on our successful development and implementation of large-scale simulated placements at an Australian University (2020-current). Previously, all professional psychology placements in Australia were limited to in-vivo options, however the latest version of the Accreditation Standards for Psychology Programs (Australian Psychology Accreditation Council, 2019) now make provision for simulated learning within required placement experiences at Level 3, Professional Competencies. This extension of the Paparo et al. (2021) article provides guidelines specifically for the use of simulation with professional psychology placements, with a focus on the Australian context.</p>

Frontiers in Education, v.7, p. 1-5

2504-284X

https://hdl.handle.net/1959.11/52236

en

Frontiers Research Foundation

Attribution 4.0 International

Commentary: An Extension of the Australian Postgraduate Psychology Education Simulation Working Group Guidelines: Simulated Learning Activities Within Professional Psychology Placements

Journal Article

Publication