Feedback by simulated patients in undergraduate medical education: a systematic review of the literature

Bokken, Lonneke; Linssen, Tim; Scherpbier, Albert; Vleuten, Cees van der; Rethans, Jan‐Joost

doi:10.1111/j.1365-2923.2008.03268.x

Cited by 114 publications

(70 citation statements)

References 55 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There are several reviews on different facets of SP methodology [10,22,23], valuable descriptive papers and other resources [24,20]. However, the literature reveals gaps in several aspects of SP methodology, especially at the level of the program [9,25-29].…”

Section: Introductionmentioning

confidence: 99%

Key challenges in simulated patient programs: An international comparative case study

et al. 2011

View full text Add to dashboard Cite

BackgroundThe literature on simulated or standardized patient (SP) methodology is expanding. However, at the level of the program, there are several gaps in the literature. We seek to fill this gap through documenting experiences from four programs in Australia, Canada, Switzerland and the United Kingdom. We focused on challenges in SP methodology, faculty, organisational structure and quality assurance.MethodsWe used a multiple case study method with cross-case synthesis. Over eighteen months during a series of informal and formal interactions (focused meetings and conference presentations) we documented key characteristics of programs and drew on secondary document sources.ResultsAlthough programs shared challenges in SP methodology they also experienced differences. Key challenges common to programs included systematic quality assurance and the opportunity for research. There were differences in the terminology used to describe SPs, in their recruitment and training. Other differences reflected local conditions and demands in organisational structure, funding relationships with the host institution and national trends, especially in assessments.ConclusionThis international case study reveals similarities and differences in SP methodology. Programs were highly contextualised and have emerged in response to local, institutional, profession/discipline and national conditions. Broader trends in healthcare education have also influenced development. Each of the programs experienced challenges in the same themes but the nature of the challenges often varied widely.

show abstract

Section: Introductionmentioning

confidence: 99%

Key challenges in simulated patient programs: An international comparative case study

et al. 2011

View full text Add to dashboard Cite

show abstract

“…Simulators are trained rigorously to provide feedback that is specific -based on what they heard or saw -and to link this observed behaviour to how it affected them (The University of Toronto, Standardized Patient Program, 2007a). In a systematic review of the literature on feedback by simulated patients, this approach is recognized as being effective (Bokken, Linssen, Scherpbier, van der Vleuten, & Rethans, 2009).…”

Section: High-fidelity Face-to-face Simulation Teachingmentioning

confidence: 99%

Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program

et al. 2011

View full text Add to dashboard Cite

The cultural, legal and ethical aspects of medical practice in Canada can be problematic for International Medical Graduates (IMGs) to access and learn. The professional behaviours that depend on effective communication often challenge IMGs as they attempt to enter the Canadian medical system. The Communication and Cultural Competence Program provides a complex interactive web-based environment in which IMGs can learn and practice skills required to navigate these specific elements of medical practice. The educational design of this web site is based on the theory of knowledge building (Scardamalia & Bereiter, 2003). This paper examines how video simulation is used on the web site to support this design. Experiential simulation pedagogy, typically used in high-fidelity face-to-face encounters, is analyzed. Strategies to translate this pedagogy to an e-learning format to operationalize authentic knowledge building are described. Commentaries replace live facilitation and a communication tool, the Observation Guide, allows learners to participate in the simulation. This examination provides insight into the complexity involved in creating on-line resources that extend beyond clinical content repositories, illustrating the potential for web-based programs to provide reflective and recursive learning. A wide skill set with a broad base of support was necessary to create a virtual environment with depth and authenticity. Translating the process from live simulation to a mid-fidelity digital video format allowed for deeper understanding of how the unique skills of experienced simulators impact the educational process. This multi-dimensional e-learning platform has potential for teaching complex skills in medical programs.Les médecins diplômés à l’étranger (MDE) peuvent avoir des difficultés à accéder aux aspects culturels, légaux et éthiques de la pratique médicale au Canada et à les apprendre. Les comportements professionnels qui dépendent de l’efficacité de la communication posent des difficultés aux MDE lorsqu’ils tentent d’entrer dans le réseau de la santé canadien. Le « Programme de communication et de compétence culturelle » offre un environnement virtuel interactif complexe permettant aux MDE d’apprendre et de pratiquer les compétences requises afin d’intégrer ces éléments particuliers de la pratique médicale. Le concept pédagogique de ce site Web est basé sur la théorie de la construction du savoir (Scardamalia & Bereiter, 2003). Le présent article traite de la façon dont la simulation vidéo sur le site Web est utilisée pour appuyer ce concept. Il analyse la pédagogie expérientielle faisant appel à la simulation généralement utilisée dans les rencontres en face à face en haute fidélité. Il décrit les stratégies visant à traduire cette pédagogie en un format de cyberapprentissage afin d’opérationnaliser le concept de construction du savoir authentique. Les commentaires remplacent l’animation en direct et un outil de communication, le Guide d’observation, permet aux apprenants de participer à la simulation. Cette...

show abstract

“…33 Receiving feedback from trained, simulated patients is another important mechanism for learning how to provide feedback. 34 In a learning environment, using students as simulated patients may reduce reliance on instructors for feedback. The usefulness of these methods is dependent on quality training, 35 which involves significant expense, time commitment, and resource allocation.…”

mentioning

confidence: 99%

Skills Development Using Role-Play in a First-Year Pharmacy Practice Course

Rao

2011

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objectives. To evaluate the usefulness of a role-play model in developing students' patient-care skills in a first-year undergraduate pharmacy practice course. Design. A role-play model was developed and implemented in workshops across 2 semesters of a yearlong course. Students performed different roles, including that of a pharmacist and a patient, and documented case notes in a single interaction. Assessment. Student perceptions of the usefulness of the approach in acquiring skills were measured by surveying students during both semesters. All student assessments (N5130 in semester1; N5129 in semester 2) also were analyzed for skills in verbal communication, information gathering, counselling and making recommendations, and accurately documenting information. A majority of students found the approach useful in developing skills. An analysis of student assessments revealed that role-playing was not as effective in building skills related to accurate documentation as it was in other areas of patient care. Conclusions. Role play is useful for developing patient-care skills in communication and information gathering but not for documentation of case notes.

show abstract

Feedback by simulated patients in undergraduate medical education: a systematic review of the literature

Cited by 114 publications

References 55 publications

Key challenges in simulated patient programs: An international comparative case study

Key challenges in simulated patient programs: An international comparative case study

Translating Face-to-Face Experiential Learning to Video for a Web-Based Communication Program

Skills Development Using Role-Play in a First-Year Pharmacy Practice Course

Contact Info

Product

Resources

About