Chairs, screen to sub-divide large venues
(Case Introduction and Available Collateral Information)
Students work in pairs.
Each student will run through a scenario with a standardised patient.
As one student assumes the role of a radiography student on placement, the other observes and gives feedback after the event.
The standardized patient will also give feedback on how they found the conversation.
Ground rules are established and include:
Standardized patients are encouraged to visit the MacMillan Cancer support web pages to gain a broad understanding of what radiotherapy is before participating in this activity. The following link can be used:
The following scenario is given to the standardized patient:
You are a patient who is about to have their first external beam radiotherapy treatment for a pelvic cancer e.g. prostate (male) /cervix cancer (female). Typically, this treatment will be delivered daily over a period of days/weeks. Each day you will be expected to lie on the radiotherapy treatment couch in the same position as you would have been in for your radiotherapy planning scan. You may be asked to follow a bladder filling and/or rectum emptying protocol prior to treatment each day.
The student should call you from the waiting area and should introduce themselves to you. They are then expected to perform a 3-point identity check which includes asking your name, date of birth, home address or other identifying data. They may also ask you the site you are expecting to have treated. They should then take you to a private area to explain some of the technical information that you should know before treatment begins. This would typically include:
You can ask any questions that you think you would like more information on at any point in the conversation. Possible questions could include:
The student should then tell you about possible side effects of your treatment and the management of the side effects should they occur. The following links may give you some idea about the information that the students should discuss with you:
You can also add more to your character – e.g. you may be anxious because you think these side effects mean your cancer is spreading, you could be stressed/angry because you could not park or you need to get into work.
We want the students to appreciate, even as a first-year student, patients will ask them questions. They will not know all the answers and we would not expect them to, but they should know what to say about finding out information for them, rather than make something up. Students usually build up a rapport with patients because they are seeing them daily and collect them from the waiting room for the radiographers.
Students may ask you more about the symptoms you are experiencing (how long have you been experiencing them, your diet, how much you are drinking) and/or they may reassure you these are usual treatment side effects (which they are!).
The student should then give you an opportunity to ask any questions that you may have. They could also signpost you to useful resources/ websites.
The student should the confirm that you consent to your first treatment. This would then bring the session to an end.
The following observation checklist may be used as a guide:
The facilitator will then host a debrief session with the students which could also include input from the standardized patient. A structured debrief is recommended and could include the utilization of the debrief diamond (Jaye et al., 2015).
Jaye, P., Thomas, L. & Reedy, G. (2015). The Diamond: a structure for simulation debrief. The clinical teacher 2015; 12: 171–175