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Background Historically, patients were examined for the purposes of medical education. Barrows, (1993) changed this practice, as patient’s portrayed frustration when being examined repeatedly by medical students. Simulated Participants (SPs) are now trained to consistently portray patients from a written scenario for the purposes of teaching, training and/or assessment. Due to this change in practice, there is a growing concern that patients are not being truly represented within healthcare professional education (HPE). Despite SP’s being viewed as the highest fidelity ‘simulator’ in HPE. The key to truly represent a real patient interaction, is achieved through the authenticity of the SP interaction with the learner. SPs are a valued addition to the learning experience and their involvement is superior to written examinations in the assessment of clinical skills (Swanson and van der Vleuten, 2013). Establishing an insight into the live experiences of SPs and how they represent the patients we care for, is pivotal. Summary of project A hermeneutic phenomenological analysis will investigate SPs’ experiences of representing patients. To gain a maximum variation sampling that is purposeful and heterogenetic, it will be conducted across two Universities. Data will be collected using rich pictures to aid minimally structured interviews. Transcriptions to be imported into NVivo for framework analysis. Pending ethical approval from School Research Ethics Committee following minor amendments. This research project has had Personal and Public Involvement (PPI). Summary of results This project is ongoing. Key preliminary findings of this phenomenological analysis will be presented. Discussion The implications of these findings will be discussed. Conclusions and recommendations There is limited evidence on the most effective training of SPs for patient representation. It is believed that this can be achieved through the inclusion of real patients in scenario development. The emphasis needs to be on the importance of learning with, from and about the person. References Barrows, H. S. (1993) ‘An overview of the uses of standardized patients for teaching and evaluating clinical skills’, Academic Medicine: Journal of the Association of American Medical Collegesournal of the Association of American Medical Colleges, 68(6), pp. 443–451. Swanson, D. B. and van der Vleuten, C. P. M. (2013) ‘Assessment of Clinical Skills With Standardized Patients: State of the Art Revisited’, Teaching and Learning in Medicine, 25(sup1), pp. S17–S25.

SC52 A phenomenological analysis of simulated participants