Volunteer simulated patients: what does motivate them and what are their needs?

Background and aims Revealing the motivational drives and psychological needs of voluntary simulated patients, especially in institutions were resources are deficient, could help to promote a sustainable reserve without a need for remuneration. We aimed to explore the reasons why simulated patients participate in simulated education voluntarily using the concept of Basic Human Needs Theory. Material and methods We chose a qualitative method, in which in-depth interviews were performed with nine simulated patients. Interviews were recorded and analyzed according to the principles of content analysis. We suggest Maslow's Hierarchy of Needs as a conceptual framework for understanding what makes simulated patients contribute voluntarily in medical education. Results We identified that simulated patients are anxious about genital examination, enjoy being part of a group, feel responsible for educating medical students, appreciate to be needed and accepted and worry about good performance. Conclusions We present findings from a theory-driven evaluation of volunteer simulated patients’ needs. The question how to satisfy the needs of volunteer simulated patients may be answered by applying the basic human needs model which offers a means for understanding these encounters in terms of global individual needs. To make the simulated patient feel safe, needed and valued could possibly result in happiness and enhanced motivation and provide sustainability of participation