A ten-year review of the literature on the use of standardized patients in teaching and learning: 1996–2005

May, Win; Park, Joo Hyun; Lee, Justin P.

doi:10.1080/01421590802530898

Cited by 220 publications

(161 citation statements)

References 67 publications

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“…In a review of communication skills training (Aspegren 1999), experiential methods were reported to be more effective in teaching communication skills than instructional methods. Nowadays experiential methods such as SPs and RP are widely used in communication skills training (Lane & Rollnick 2007;Cleland et al 2009;May et al 2009;Hargie et al 2010). SPs portray live interactive simulations of specific communication challenges and medical problems, offering the students a safe learning environment with no risk of harm to real patients (Kurtz et al 2005).…”

Section: )mentioning

confidence: 99%

Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

2012

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Background: Despite numerous studies exploring medical students' attitudes to communication skills learning (CSL), there are apparently no studies comparing different experiential learning methods and their influence on students' attitudes. Aims: We compared medical students' attitudes to learning communication skills before and after a communication course in the data as a whole, by gender and when divided into three groups using different methods. Method: Second-year medical students (n ¼ 129) were randomly assigned to three groups. In group A (n ¼ 42) the theatre in education method, in group B (n ¼ 44) simulated patients and in group C (n ¼ 43) role-play were used. The data were gathered before and after the course using Communication Skills Attitude Scale. Results: Students' positive attitudes to learning communication skills (PAS; positive attitude scale) increased significantly and their negative attitudes (NAS; negative attitude scale) decreased significantly between the beginning and end of the course. Female students had more positive attitudes than the male students. There were no significant differences in the three groups in the mean scores for PAS or NAS measured before or after the course. Conclusions: The use of experiential methods and integrating communication skills training with visits to health centres may help medical students to appreciate the importance of CSL.

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Section: )mentioning

confidence: 99%

Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

2012

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“…Standardized clients are individuals paid to learn and simulate a pre-established clinical scenario in the field of health education. [16,17] In this study, each of the standardized clients simulated a specific clinical scenario and were asked to repeat and maintain the same performance with each participant (eight non-OTs with different job titles using Algo), without considering the previous participant's performance. The chosen standardized clients had consistent social history, physical characteristics and home environment with his/her simulated clinical scenario.…”

Section: Simulated Clinical Scenariosmentioning

confidence: 99%

“…To estimate interrater reliability, non-OTs with different job titles administered Algo to six standardized clients, [16,17] and their recommendations were compared.…”

Section: Designmentioning

confidence: 99%

Interrater reliability of Algo used by non-occupational therapist members of homecare interdisciplinary teams

Guay

Gagnon

Ruest

et al. 2016

Disability and Rehabilitation

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Purpose: To determine if non-occupational therapists (non-OTs) with different job titles using Algo, a clinical algorithm for recommending bathroom modifications (e.g., bath seat) for community-dwelling elders in ''straightforward'' situations, will make clinically equivalent recommendations for standardized clients. Method: Eight non-OTs (three social workers, two physical rehabilitation therapists, two homecare aides and one auxiliary nurse) were trained on Algo and used it with six standardized clients. Bathroom adaptations recommended (one of nine options) by non-OTs were compared to assess interrater agreement using Fleiss adapted kappa. Results: Estimated kappa was 0.43 [0.36; 0.49] qualified as a moderate agreement, according to Landis and Koch's arbitrary divisions, among the recommendations of non-OTs. However, clinical equivalence is reached, since safety and client needs were met when raters selected two different options (e.g., with or without a seat back). Conclusions: Non-OTs using Algo in the same simulated clinical scenarios recommend clinically equivalent bathroom adaptations, increasing the confidence regarding the interrater reliability of Algo used by non-OT members of homecare interdisciplinary teamsIn homecare services, non-occupational therapists from different health care disciplines (e.g., homecare aides, social workers, physical rehabilitation therapists) may be asked to select assistive devices for the hygiene care of clients living at home. Algo was designed to guide non-occupational therapists in the selection of assistive devices when performed with clients in straightforward cases. This study indicates that non-occupational therapists using Algo recommend similar and acceptable bathroom adaptations to enhance client safety. ARTICLE HISTORY

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“…18 The use of standardized patients, actors, or actual patients trained to portray a patient and score student performance on a rating scale is evidenced to be an effective means of teaching communication skills across various healthcare professions. 19,20 This method has been widely used in both medical and pharmacy education. 1,18,21 Recognizing the importance of motivational interviewing in pharmacy education, the primary objective of this study is to evaluate and compare the impact of learning and assessment methods on student attainment of motivational interviewing skills.…”

Section: Introductionmentioning

confidence: 99%

Comparison of Active-Learning Strategies for Motivational Interviewing Skills, Knowledge, and Confidence in First-Year Pharmacy Students

Lupu

Stewart

O’Neil

2012

American Journal of Pharmaceutical Education

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Objective. To compare 3 strategies for pharmacy student learning of motivational interviewing skills, knowledge of motivational interviewing principles, and confidence in and attitudes toward their application. Design. Following a motivational interviewing lecture, first-year students were randomized to perform practice activities (written dialogue, peer role-play, or mock-patient counseling activities). Motivational interviewing skills, knowledge, confidence, and attitudes were measured. Assessment. All students demonstrated improvement in skills, knowledge, and confidence. Students in the mock-patient counseling group demonstrated significantly better motivational interviewing skills during practice and trended toward higher scores on the summative evaluation. They also demonstrated a significant improvement in knowledge compared with that of the written dialogue group during practice. Feedback at the end was generally positive, with students expressing recognition for the value of motivational interviewing. Conclusions. Students demonstrated their best performance of motivational interviewing during assessments using interactions with mock or standardized patients.

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A ten-year review of the literature on the use of standardized patients in teaching and learning: 1996–2005

Abstract: Most studies reported that the educational use of SPs was valuable. More rigorous studies would support the evidence-based use of SPs in teaching and learning.

Cited by 220 publications

References 67 publications

Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

Comparing three experiential learning methods and their effect on medical students’ attitudes to learning communication skills

Interrater reliability of Algo used by non-occupational therapist members of homecare interdisciplinary teams

Comparison of Active-Learning Strategies for Motivational Interviewing Skills, Knowledge, and Confidence in First-Year Pharmacy Students

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