DEVELOPMENTS: Faculty, Students, and Actors as Standardized Patients: Expanding Opportunities for Performance Assessment

Mavis, Brian; Turner, Jane; Lovell, Kathryn L.; Wagner, Dianne

doi:10.1207/s15328015tlm1802_7

Cited by 48 publications

(39 citation statements)

References 18 publications

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“…In our learning activities, instructors (independent of the simulated patient) evaluate clinical content, but Mavis et al reported that instructors gained insight into the abilities of their students by acting as patients. 14 Resources also influence the ability to use only community volunteers, including the time necessary to develop relationships with potential patient pools and the money needed if paid actors are necessary. The resources consumed by finding standardized patients who are either paid actors or actually have the conditions being portrayed could be prohibitive.…”

Section: Discussionmentioning

confidence: 99%

Pharmacy Students' Preferences for Various Types of Simulated Patients

Gallimore¹,

George²,

Brown³

2008

Am J Pharm Educ

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Objective. To evaluate pharmacy students' preferences for various types of simulated patients. Methods. Second-professional year (P2) pharmacy students participated in 7 learning activities that used simulated patients including community volunteers, College administrative staff, course instructors, and student peers. Students ranked each simulated patient type according to believability, skill development, and preference using a 5-point Likert scale. Results. One-hundred seven of 155 students (69%) completed the survey instrument. Students preferred community volunteers as simulated patients (mean rank 1.39), followed by peers (2.22), instructors (2.63), and staff members (2.81) (p , 0.001). Greater than 89% agreed or strongly agreed that their work with simulated patients prepared them for actual patients, with community volunteers receiving the highest ratings (p , 0.03). Conclusions. Although pharmacy students found value in interactions will all types of simulated patients, they preferred community volunteers over staff members and their peers. Future scholarship should explore the relationship among simulated patient types and student learning outcomes.

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Section: Discussionmentioning

confidence: 99%

Pharmacy Students' Preferences for Various Types of Simulated Patients

Gallimore¹,

George²,

Brown³

2008

Am J Pharm Educ

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“…A recent scoping review on peer-assessment in OSCEs found that using peer evaluators in an OSCE is appropriate in formative settings, promoting learning to all the students involved [9]. Though the literature on student SPs is less extensive, medical students have also been shown to be reliable and cost-effective SPs in formative OSCE settings [10]; furthermore, as with student examiners, Mavis and colleagues [11] reported that student SPs benefited from learning experiences gained during the OSCE encounter.…”

Section: Introductionmentioning

confidence: 99%

A student-initiated objective structured clinical examination as a sustainable cost-effective learning experience

Lee

Madrazo

Thangarasa

et al. 2018

Medical Education Online

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Background: The objective structured clinical examination (OSCE) has gained widespread use as a form of performance assessment. However, opportunities for students to participate in practice OSCEs are limited by the financial, faculty and administrative investments required. Objectives: To determine the feasibility and acceptability of a student-run mock OSCE (MOSCE) as a learning experience for medical students of all 4 years. Design: We conducted a five-station MOSCE for third-year students. This involved fourth-year students as examiners and first-/second-year students as standardized patients (SPs). Each examiner scored examinees using a checklist and global rating scale while providing written and verbal feedback. MOSCE stations and checklists were designed by students and reviewed by a faculty supervisor. Following the MOSCE, participants completed surveys which elucidated their perceptions on the roles they took during the MOSCE. Results: Fifty examinees participated in the MOSCE. Of these, 42 (84%) consented to participate in the study and submitted completed questionnaires. Twenty-four examiners participated in the OSCE and consented to participate in the study, with 22 (92%) submitting completed questionnaires. Fifty-three of 60 SPs (88%) agreed to take part in this study, and 51 (85%) completed questionnaires. The internal consistency of the five-station OSCE was calculated as a Cronbach’s alpha of 0.443. Students commented positively on having the opportunity to network and engage in mentorship activities and reinforce clinical concepts. Conclusions: Examinees, examiners, and SPs all perceived the MOSCE to be a beneficial learning experience. We found the MOSCE to be a feasible and acceptable means of providing additional OSCE practice to students prior to higher-stakes evaluations.

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“…When neophyte students in psychiatric mental health nursing attempt to assume the mannerisms, personality, and problems of a client, they often present inaccurate portrayals (Browning, Collins, & Nelson, 2005). Other problems include students unconsciously helping each other with the communication process (Reams & Bashford, 2011), excessive self-disclosure, (Browning et al, 2005) and feelings of intimidation when faculty members play the role of the client (Mavis, Turner, & Lovell, 2006). For this HFPS activity, experienced faculty members would assume the role of the client out of the view of the students, offering an accurate, realistic, and less intimidating presentation.…”

Section: Designmentioning

confidence: 99%

Using simulation to promote effective communication with a diverse student population

Spinner-Gelfars¹

2013

Teaching and Learning in Nursing

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DEVELOPMENTS: Faculty, Students, and Actors as Standardized Patients: Expanding Opportunities for Performance Assessment

Cited by 48 publications

References 18 publications

Pharmacy Students' Preferences for Various Types of Simulated Patients

Pharmacy Students' Preferences for Various Types of Simulated Patients

A student-initiated objective structured clinical examination as a sustainable cost-effective learning experience

Using simulation to promote effective communication with a diverse student population

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