Publications and Research
Document Type
Article
Publication Date
Fall 2026
Abstract
Despite the well-documented benefits of simulation-based education, their use remains limited in undergraduate health management programs. Faculty might be unfamiliar with the processes required to design and implement high-quality simulations. This article presents a structured methodology—grounded in Healthcare Simulation Standards of Best Practice and The Jeffries Simulation Theory—through the experience of an undergraduate healthcare policy and management course at a large urban public university. This article focuses on describing the multilayered Online Standardized Participant Simulation including a detailed description of the simulation design, prebriefing, online standardized participant scenario, and debriefing. A unique feature of the shared simulation experience is the integration of standardized participants—individuals (i.e., actors) trained to portray specific roles and deliver structured feedback. Other distinctive aspects include multifaceted learner assessment and evaluation strategies, which encompass real-time individual and group standardized participant feedback, faculty formative assessment using the Promoting Excellence and Reflective Learning in Simulation (PEARLS) debriefing tool, and learner self-reflections via a collaborative virtual platform. Evaluation tools include pre- and post-simulation surveys, as well as a reflective essay submitted 1 to 2 weeks after the activity. This article aims to offer undergraduate health administration and management faculty a replicable, high-impact simulation model that enhances student learning and engagement.
Comments
This article was originally published in The Journal of Health Administration Education, available at: https://www.ingentaconnect.com/contentone/aupha/jhae/2026/00000042/00000003/art00011
This work is distributed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND 4.0).
The simulation strategy is available as an appendix upon request from the authors and at: https://rb.gy/oeg95h