Learning Adolescent Psychosocial Interviewing Using Simulated Patients

Blake, Kim; Mann, Karen; Kaufman, David; Kappelman, Murray M.

doi:10.1097/00001888-200010001-00018

Cited by 28 publications

(50 citation statements)

References 8 publications

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“…Communication skills required for consultation with adolescents differ from those required for adults (Blake et al 2000;Behrman et al 2004). For example, obtaining history of risk-taking behaviour (smoking, drinking, drug abuse and sexual risk-taking) is important in adolescents (Behrman et al 2004).…”

Section: Practice Pointsmentioning

confidence: 99%

“…Furthermore, in communicating with adolescents on sexual issues doctors should pay more explicit attention to sexuality and confidentiality (Boekeloo et al 1996). Because of these specific challenges, learning how to communicate with adolescents should be an important part of the communication skills training in the medical curriculum (Blake et al 2000(Blake et al , 2006Brown et al 2005).…”

Section: Practice Pointsmentioning

confidence: 99%

“…However, the use of adolescent SPs in the teaching and evaluation of skills in undergraduate medical students (Blake & Greaven 1999a;Blake et al 2000Blake et al , 2006 as well as in residents and professionals (Lane et al 1999;Hardoff & Schonmann 2001) has scarcely been reported.…”

Section: Introductionmentioning

confidence: 99%

“…The second research theme focuses on structured feedback provided to students by adolescent SPs. Adolescent SPs can effectively teach interviewing skills to medical students by giving structured feedback (Blake et al 2000(Blake et al , 2005. Instruments such as the structured communication adolescent guide (SCAG) developed by Blake and colleagues can be helpful for adolescent SPs in providing feedback (Blake et al 2005).…”

Section: Introductionmentioning

confidence: 99%

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Lessons learned from an adolescent simulated patient educational program: Five years of experience

et al. 2009

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Section: Practice Pointsmentioning

confidence: 99%

Section: Practice Pointsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Lessons learned from an adolescent simulated patient educational program: Five years of experience

et al. 2009

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“…Physician-based interventions such as targeted audits, feedback 87 , and multifaceted interventions including academic detailing of office-based physicians 88 , appear to be at least modestly effective in changing physician behavior across a spectrum of outcomes. Standardized patient instructors can help physicians improve their interviewing skills [89][90][91] . Patientcenteredness skills 92 and cultural competence 93 of physicians can also be enhanced.…”

Section: Patient-provider Interactionsmentioning

confidence: 99%

Reducing Disparities Downstream: Prospects and Challenges

Franks

Fiscella

2008

J GEN INTERN MED

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Addressing upstream or fundamental causes (such as poverty, limited education, and compromised healthcare access) is essential to reduce healthcare disparities. But such approaches are not sufficient, and downstream interventions, addressing the consequences of those fundamental causes within the context of any existing health system, are also necessary. We present a definition of healthcare disparities and two key principles (that healthcare is a social good and disparities in outcomes are a quality problem) that together provide a framework for addressing disparities downstream. Adapting the chronic care model, we examine a hierarchy of three domains for interventions (health system, provider-patient interactions, and clinical decision making) to reduce disparities downstream and discuss challenges to implementing the necessary changes.

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