Assessing the Believability of Standardized Patients Trained to Portray Communication Disorders

Baylor, Carolyn; Burns, Marcelline; Struijk, Jennie; Herron, Lindsay; Mach, Helen; Yorkston, Kathryn M.

doi:10.1044/2017_ajslp-16-0068

Cited by 21 publications

(11 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…First, the current study did not provide a formal procedure to determine the believability of actor portrayals. More recently, Baylor et al [11] provided a formal procedure to determine how believable standardized patients were in taking on the role of a person with aphasia and dysarthria, and found that actors were found to be believable in their portrayals. Although the present study did not incorporate a formal procedure for believability, one of the themes related to the students' experience with the actor was the genuine portrayal of the actor during their interaction.…”

Section: Limitationsmentioning

confidence: 99%

“…Nevertheless, there was not a quantitative rating scale that was used to determine the extent to which participants believed the person was believable on certain areas. Future studies may wish to incorporate the procedures of Baylor et al [11] to measure believability of the portrayal.…”

Section: Limitationsmentioning

confidence: 99%

“…He goes on to provide suggestions and a framework for the inclusion of actors in a graduate-level course on fluency disorders with the description of biographical sketches of different family members and scenarios related to their reaction to the diagnosis of stuttering. Although others have examined the use and benefit of actors in speech-language pathology [6,7,10,11,12], very little attention has been given to the use and benefit of actors specifically in the clinical training of fluency disorders.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Using actors and peers in the clinical education of stuttering: Results from a mixed methods study

Hughes¹,

Daniels²,

Raj³

et al. 2019

Clin Arch Commun Disord

View full text Add to dashboard Cite

Results: Quantitative ratings showed that participants felt more confident explaining information related to the nature of stuttering with the actor compared to the peer. Among some of themes which emerged from the qualitative analysis were that participants viewed their experiences with the actors as natural, genuine, and contributing to new insights in their abilities. Conclusions: The use of actors in the clinical education of stuttering was found to be beneficial to student learning related to their clinical skills.

show abstract

Section: Limitationsmentioning

confidence: 99%

Section: Limitationsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Using actors and peers in the clinical education of stuttering: Results from a mixed methods study

Hughes¹,

Daniels²,

Raj³

et al. 2019

Clin Arch Commun Disord

View full text Add to dashboard Cite

show abstract

“…Information on their training is available elsewhere. 23 The standardized patients portrayed dysarthria due to Parkinson's disease and aphasia due to stroke, with the health care students completing simulated interviews with both types of standardized patients before and after training. The outcomes data regarding students' knowledge, confidence, and skills after participating in this communication skills training program will be presented in separate articles.…”

Section: A Program On Trainingmentioning

confidence: 99%

“…Believability ratings of the professional standardized patients were also completed by blinded SLP raters; these results can be found elsewhere. 23 The following section describes the believability of the professional standardized patients from the perspective of students in training.…”

Section: Professional Standardized Patientsmentioning

confidence: 99%

Patient-Provider Communication Training for Dysarthria: Lessons Learned from Student Trainees

2017

Self Cite

View full text Add to dashboard Cite

Patient-provider communication skills training programs rarely include content addressing how health care providers can improve communication with patients exhibiting dysarthria and other communication disorders. Consequently, these patients often struggle to access quality health care services. This article describes a training program focused on giving health care students the opportunity to interact with standardized patients portraying dysarthria and aphasia. A summary of the program's outcome is then provided from the perspective of the students involved as well as lessons students taught us about how to continue improving this type of program and to make it a more universal part of health care education.

show abstract

Training students from rehabilitation professions on communicating with patients with communication disorders

Mach

Baylor

Burns

et al. 2021

PM&R

Self Cite

View full text Add to dashboard Cite

Background: FRAME, a mnemonic referring to a program for helping health care providers adapt patient-provider communication when working with patients with communication disorders, improves the knowledge, confidence, and communication skills of medical students for working with this population. However, the impact of the FRAME program for preparing students from the rehabilitation disciplines to work with patients with communication disorders is unknown. Objective: To examine the effects of the FRAME program on the knowledge, confidence, and communication skills of students in physical therapy (PT), occupational therapy (OT), and prosthetics and orthotics (P&O) in terms of how to communicate effectively with patients with communication disorders. Design: An exploratory, quasi-experimental pretest-posttest design. Setting: PT, OT, and P&O clinical education programs at the University of Washington's Department of Rehabilitation Medicine. Participants: Twenty rehabilitation students (PT = 12; OT = 7; and P&O = 1) participated in the FRAME training. Interventions: The FRAME program, delivered in a single, 2-hour session teaches students communication skills to use with patients with various types of communication disorders.Main Outcome Measures: A quiz of students' knowledge about communication disorders and a self-rating of confidence for interacting with this patient population were used. Speech-language pathology graduate clinicians rated students' use of communication strategies from each area of the FRAME training during interactions with standardized patients portraying aphasia and dysarthria. Student qualitative feedback were also collected. Results: Students' knowledge, confidence, and use of communication strategies improved significantly following training. Greatest gains were observed in students' ability to familiarize themselves with how a patient communicates and establish a method of communication before proceeding with the interview. Qualitative feedback aligned with these findings. Conclusions: The FRAME program increases the knowledge, confidence, and use of communication strategies in rehabilitation students in order to communicate more effectively with patients with communication disorders in their future careers.

show abstract

Assessing the Believability of Standardized Patients Trained to Portray Communication Disorders

Abstract: Standardized patients who do not have communication disorders can portray disorder characteristics in a believable manner.

Cited by 21 publications

References 31 publications

Using actors and peers in the clinical education of stuttering: Results from a mixed methods study

Using actors and peers in the clinical education of stuttering: Results from a mixed methods study

Patient-Provider Communication Training for Dysarthria: Lessons Learned from Student Trainees

Training students from rehabilitation professions on communicating with patients with communication disorders

Contact Info

Product

Resources

About