Grant recipient: Narelle Dalwood

Project title: Does the type of pre-portrayal training for peer patients engaged in peer simulation impact student learning outcomes? A mixed methods study

Year awarded: 2023

Grant: Seeding Grant

Grant amount: $12,000

Snapshot: Simulation-based education is a key component of physiotherapy training, but traditional simulated patient models can be costly and resource-intensive. Peer simulation, where students portray patient roles for each other, offers a low-cost, high-impact alternative. This study investigated whether different methods of training students to portray patient roles influence learning outcomes. A mixed-methods study, including a randomised controlled trial and focus groups, was conducted with physiotherapy students at Monash University.  

The findings: The study found that education method did not significantly impact patient portrayal accuracy, empathy development or academic performance. However, students strongly valued structured, tutor-led training. Scaffolded preparation that emphasised accuracy, realism and role commitment was preferred over independent or video-based approaches. Around 30 to 40 minutes of preparation time, combined with tutor guidance and feedback, was identified as effective for supporting student learning.  

Benefits to the profession: This research strengthens the evidence base for peer simulation as a scalable, cost-effective approach to physiotherapy education. It provides practical guidance for educators on how to structure training for student-led patient simulation, including the importance of tutor facilitation, rehearsal and feedback. By enabling more accessible simulation experiences, these findings support the development of empathetic, practice-ready graduates and offer a sustainable alternative to traditional simulated patient models.  

Read about the findings of Narelle’s study or discover her eTalk on CPD4Physios – free for APA members.