© 2017 Introduction The use of simulated patients in the learning of geriatric syndromes is still infrequent. The value of this teaching method is based on individual interaction among the students and simulated patient; however, it has recently been acknowledged that observing a simulation (without actually intervening in it) can also be an effective way of learning. The usefulness of observing simulation of a geriatric syndrome by a group of students in a conventional classroom has not been assessed to date. Purpose To ascertain the usefulness of a simulated clinical scenario in the classroom for teaching delirium management. Methods Sixty-eight students (29 from physiotherapy and 39 from medicine) observed a simulated scene and participated in a seminar on a case of delirium. The scenario depicted the interview of the daughter of a patient with delirium by a nurse and a doctor. Before and after attending the seminar, students answered a 4-question questionnaire on theoretical knowledge of delirium (score 0–7), two on subjective learning perception (linear scale: 0–10) (score 0–20) and, at the end, a further two questions on the usefulness of the scene in the learning process and on their overall opinion of the seminar (linear scale: 0–10). The questionnaires were corrected anonymously by experts in geriatrics unaware of whether the questionnaire was completed before or after the seminar. Results Scores of the theoretical questions on the questionnaires before and after the training action in the whole group of students were: 3.5 ± 1.4 and 6.4 ± 0.7 (P = 0.001); subjective learning perception questions: 10.5 ± 3.5 and 16.2 ± 3.5 (P = 0.001) and total score: 14.0 ± 4.3 and 22.4 ± 4.1 (P = 0.001). The usefulness of the scene in the learning process and the overall opinions on the seminar were evaluated by the whole group of students, with mean scores of 9.0 ± 1.1 and 8.7 ± 1.1 out of 10 points, respectively. Conclusions 1. A simulated scene in the classroom and attending the seminar constitute a useful method that facilitates understanding of delirium management. 2. The simulated scene was evaluated very positively by the students.
- Observer role