Do Standardized Patients Have Concerns About Students Not Captured by Traditional Assessment Forms?

Blatt, Benjamin; Plack, Margaret M.; Simmens, Samuel J.; Lopreiato, Joseph; Berg, Katherine; Klevan, Jacqueline; Lewis, Kathleen

doi:10.1080/10401334.2016.1176573

Cited by 8 publications

(2 citation statements)

References 18 publications

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“…Even in mainstream communication skills research, there is a recognition that assessment forms may not capture all of a SP's concerns. 47 The role of texts in SP practices is not to be ignored. While SPs and MSs orient to assessment forms in simulated interactions, what those forms suggest and what actions they perform is not entirely known.…”

Section: Texts As Agentsmentioning

confidence: 99%

The role of standardized patient assessment forms in medical communication skills education

Peters

2019

Qual Res Med Healthc

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Communication skills training is a routine practice in medical education designed to instruct and evaluate future physicians in matters of patient-provider interaction. Based on the United States Medical Licensing Examination Step 2 Clinical Skills (CS), medical schools across the United States hire and train standardized patients (SPs) to act as patients in and evaluators of simulated interactions with medical students (MSs). Using discourse analysis, I examine how a computerized assessment form creates a particularized version of communication skills with implications for future practice. The 39-item checklist is completed by SPs following a simulated interaction designed to prepare third-year MSs for the Step 2 CS. Specifically, I analyze how the form is structured to make recognizable specific communication skills tasks, who should complete said tasks, and what varying degrees of communication skills competency are within the realm of task completion. By analyzing the form, I consider the agency of texts in medical education, the implications of technologizing communication as an institutional skill, and the limitations of enlisting SPs to evaluate communication skills competency under the guise of a patient perspective.

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Section: Texts As Agentsmentioning

confidence: 99%

The role of standardized patient assessment forms in medical communication skills education

Peters

2019

Qual Res Med Healthc

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“…2016;28:395-405. 3 The purpose of this study was to explore standardized patients' (SP) concerns about students not captured by traditional exam checklists of clinical skills. SP concerns fell into 3 categories: communication/ interpersonal skills, history taking, and physical exam.…”

Section: Topic 1: Observed Standardized Clinical Encounters To Promotmentioning

confidence: 99%

Top Medical Education Studies of 2016: A Narrative Review

Fromme

Ryan

Darden

et al. 2018

Academic Pediatrics

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Education, like clinical medicine, should be based on the most current evidence in the field. Unfortunately, medical educators can be overwhelmed by the sheer volume and range of resources for this literature. This article provides an overview of 15 articles from 2016 that the authors consider the top articles in the field of pediatric medical education. The 7 authors, all medical educators with combined leadership and expertise across the continuum of pediatric medical education, used an iterative 3-stage process to review more than 6339 abstracts published in 2016. This process was designed to identify a small subset of articles that were most relevant to educational practices and most applicable to pediatric medical education. In the first 2 stages, pairs of authors independently reviewed and scored abstracts in 13 medical education-related journals and reached consensus to identify the articles that best met these criteria. In the final stage, all articles were discussed using a group consensus model to select the final articles included in this review. This article presents summaries of the 15 articles that were selected. The results revealed a cluster of studies related to observed standardized clinical encounters, self-assessment, professionalism, clinical teaching, competencies/milestones, and graduate medical education management strategies. We provide suggestions on how medical educators can apply the findings to their own practice and educational settings. This narrative review offers a useful tool for educators interested in keeping informed about the most relevant and valuable information in the field.

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Presenting the Third Annual Editors' Choice Award

Cianciolo¹

2017

Teaching and Learning in Medicine

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Do Standardized Patients Have Concerns About Students Not Captured by Traditional Assessment Forms?

Cited by 8 publications

References 18 publications

The role of standardized patient assessment forms in medical communication skills education

The role of standardized patient assessment forms in medical communication skills education

Top Medical Education Studies of 2016: A Narrative Review

Presenting the Third Annual Editors' Choice Award

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