Authors: Richelle K Marracino, MD and Robert D Orr, MD
Submitted by: Mary Launder, Rosalind Franklin University of Medicine and Science

Oscar Thompson, a third-year medical student on a shift in the emergency department, is eager to participate in as many procedures as possible. According to the triage nurse's history, the next patient to be seen is a 58-year-old man who has had fever, headache, and neck stiffness. Anticipating his first lumbar puncture, Oscar approaches the room with enthusiasm. The nurse whispers that the patient is irritated and can't wait to see the doctor. The student pauses, draws back the curtain, and says, “Hello, I'm Dr. Thompson, how can I help you today?”

Lead author: Christine Bradway, PhD, GNP-BC
Submitted By: Michael Maury, UC-San Diego

This pilot study aimed to compare a group of interprofessional health professions students' self-reported level of confidence in communication, explore behavior change and professional identity, and identify areas for future interprofessional education. Students participated in a simulated team meeting with a standardized family member of an older adult patient hospitalized with an acute aspiration pneumonia and a chronic, progressive illness.

Journal Article: Considerations When Using Standardized Patients in EMS Simulation
Lead author: Timothy Whitaker
Submitted by: Dena Higbee, University of Missouri

The use of live humans as part of a simulation activity enhances realism by allowing a more realistic communication exchange that includes nonverbal cues. EMS has long used “actors” to portray an illness or injury during a simulation. Many of us can remember our paramedic school instructors often stepping in to play the part of the patient. Embracing standard language from the Healthcare Simulation Dictionary, actors come in many forms based on the need of the simulation activity: embedded participant, role player, simulated person and standardized patient.