Supporting Older Adult Simulated Participants to Provide Feedback to Learners

While Chap. 5 addresses faculty considerations during learning conversations, this chapter explores ways in which those who work with SPs can best support them in feedback practices. While the focus in this chapter targets the SP and their provision of feedback, we recognise that it usually occurs as part of a dynamic exchange between older adult SPs and learners. The chapter begins by providing a broad evidence-informed overview of SP feedback, both in general and related to older adult SPs. To illustrate a systematic way of supporting older adult SPs to provide feedback to learners, we use three reference points. First, the NHET-Sim phases provide an overall structure for this approach. Second, we apply the Association of SP Educators (ASPE) Standards of Best Practice (SOBP) within these phases. Third, through a vignette, we embed a collaborative framework for supporting older adult SPs to illustrate how an SP educator might apply and adapt the ASPE SOBP. While the chapter mainly positions the SP in clinician-patient interactions, we recognise that SPs may play other roles. Attention is paid to cultivating a psychologically safe environment that promotes authentic, respectful, and meaningful learning.