Quality in Standardized Patient Training and Delivery: Retrospective Documentary Analysis of Trainer and Instructor Feedback

Abstract

BackgroundAn important aspect of developing and maintaining a high-quality standardized patient (SP) program is incorporating quality assurance processes. Trainer and instructor feedbacks are considered critical in achieving these goals. The aim of this study is to determine programmatic and systematic issues in the scope of quality assurance and improvement through trainer and instructor feedback on SP performance. We also presented a logic model based on a synthesis of the current literature to ensure the development and maintenance of a quality management culture in the SP program. MethodsA retrospective analysis of SP scoring was conducted, and written feedback forms completed by trainers and instructors in a large Canadian university's SP program were collected. The previous six years (2014-2020) of SP feedback forms in the scope of quality assurance were reviewed and analyzed. Descriptive statistics were utilized to analyze the ratings. Thematic analysis was conducted on the data gathered from the written feedback. ResultsA total of 138 feedback forms were reviewed and analyzed in the study. The mean ratings given by the trainers for feedback and professionalism were 4.27 ± 1.29 and 4.77 ± 0.8, respectively. The mean ratings given by the instructors for knowledge of case information, appropriate responses, and affect were 4.84 ± 0.64, 4.86 ± 0.35, and 4.71 ± 0.76, respectively (from a range of 1 to 5). Four key themes emerged from the written feedback: nonverbal behaviors in simulation activity or feedback sessions, providing feedback from the patient perspective, consistency between role portrayal and scenario, and adapting easily to changing situations. ConclusionsComponent scoring on SP performance did not discriminate individual issues, but the qualitative comments identified certain specific issues. Further research is needed to establish standards of continuous quality improvement (CQI) within an SP program.

Standardized Patient Simulation in Healthcare Education

“…Extended simulation days or excessive demands, such as in terms of spoken lines, can strain standardized patients [34][35][36]. Difficulty detaching from the role, the breach of personal boundaries, and hurtful comments from students can also increase strain [34,35,37,[40][41][42][43][44][45][46][47][48][49][50]. It's crucial to offer those acting as patients the opportunity for sufficient debriefing.…”

“…The better trained the standardized patients are, the more likely the simulations will run smoothly, and students will benefit from them. Familiarizing ourselves with the literature further reinforced our belief that standardized patients bring added authenticity to simulations and enhance learning, despite the laborious, multistage, and resource-intensive preparation process [40,[50][51][52][53][54][55][56][57][58][59][60]].…”

Enhancing healthcare communication education: Standardised patient programmes

“…A robust documentation process, characterised by a stringent assessment framework and structured feedback mechanisms, is an unwavering compass guiding the evaluation and enhancement of SP performance. [ 19 ] There should be a culture of continuous improvement. Ongoing assessments and adaptive responses to participant feedback ensure the programme remains dynamic and responsive to meet the organisation’s evolving educational needs.…”