Standardized patient encounters. A method for teaching and evaluation

Ainsworth, Michael

doi:10.1001/jama.266.10.1390

Cited by 74 publications

(46 citation statements)

References 26 publications

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“…[12][13][14] Our curriculum has the distinguishing feature of a longitudinal clinical experience between learners and SPs/daughters over multiple SP sessions representing a single unfolding dementia case. Studies have shown that SPs are at least as effective as faculty in teaching the medical interview to first-year medical students 15 and that SP encounters can be a useful tool in teaching medical students the art of communicating.…”

Section: Discussionmentioning

confidence: 99%

Teaching Resident Physicians Chronic Disease Management: Simulating a 10-Year Longitudinal Clinical Experience With a Standardized Dementia Patient and Caregiver

Schlaudecker¹,

Lewis²,

Moore³

et al. 2013

Journal of Graduate Medical Education

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Background Education for all physicians should include specialty-specific geriatrics-related and chronic disease-related topics. Objective We describe the development, implementation, and evaluation of a chronic disease/geriatric medicine curriculum designed to teach Accreditation Council for Graduate Medical Education core competencies and geriatric medicine competencies to residents by using longitudinal encounters with a standardized dementia patient and her caregiver daughter. Intervention Over 3 half-day sessions, the unfolding standardized patient (SP) case portrays the progressive course of dementia and simulates a 10-year longitudinal clinical experience between residents and a patient with dementia and her daughter. A total of 134 residents participated in the University of Cincinnati-based curriculum during 2007–2010, 72% of whom were from internal medicine (79) or family medicine (17) residency programs. Seventy-five percent of participants (100) said they intended to provide primary care to older adults in future practice, yet 54% (73) had little or no experience providing medical care to older adults with dementia. Results Significant improvements in resident proficiency were observed for all self-reported skill items. SPs' evaluations revealed that residents' use of patient-centered language and professionalism significantly improved over the 3 weekly visits. Nearly all participants agreed that the experience enhanced clinical competency in the care of older adults and rated the program as “excellent” or “above average” compared to other learning activities. Conclusions Residents found this SP-based curriculum using a longitudinal dementia case realistic and valuable. Residents improved in both self-perceived knowledge of dementia and the use of patient-centered language and professionalism.

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Section: Discussionmentioning

confidence: 99%

Teaching Resident Physicians Chronic Disease Management: Simulating a 10-Year Longitudinal Clinical Experience With a Standardized Dementia Patient and Caregiver

Schlaudecker¹,

Lewis²,

Moore³

et al. 2013

Journal of Graduate Medical Education

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“…Costs diminish once a programme is established, and overall may actually prove to be cheaper given the staff time saved in teaching and assessment (Ainsworth et al, 1991;Kelly & Murphy, 2004). Examinees may be justifiably disappointed if the costs of using standardised patients are passed directly to them (Wettach, 2003).…”

Section: Advantages and Disadvantages Of Simulated Patientsmentioning

confidence: 99%

Simulated patients in undergraduate education in psychiatry

et al. 2007

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This paper describes the use of simulated patients in medical education and how actors have been deployed with medical students in Aberdeen. The advantages and disadvantages of using actors for student education are summarised and we conclude with some possible future developments. At the outset, it may be helpful to outline some definitions, as in the review by Barrows (1993). A ‘standardised patient’ is an umbrella term for both an actual patient who is trained to present his or her own illness in a standardised way and also for a simulated patient who is a well person trained to portray an illness in a standardised way. This paper will use these terms but will relate mainly to the use of professional actors (not volunteers from the general public, who are often deployed by medical teachers) as simulated psychiatric patients.

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“…Simulated interviews were chosen to increase the emotional level of the interview, to standardize patients' history and reactions and to standardize the interview's characteristics. This was carried out because simulated interviews have become increasingly accepted over their 30-year history as a valid method used to represent how a physician would perform with real patients [30][31][32][33][34][35][36][37]. Simulated interviews, moreover, allow to reduce the possible bias that may derive from a wide range of patients' history and reactions and from a wide range of interview characteristics.…”

Section: Simulated Interviewmentioning

confidence: 99%

Does psychological characteristic influence physicians’ communication styles? Impact of physicians’ locus of control on interviews with a cancer patient and a relative

Libert

Merckaert

Reynaert

et al. 2005

Support Care Cancer

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Context: Physicians' psychological characteristics may influence their communication styles and may thus interfere with patientcentred communication. Objective: Our aim was to test the hypothesis that, in interviews with a cancer patient and a relative, physicians with an "external" locus of control (LOC; who believe that life outcomes are controlled by external forces such as luck, fate or others) have a communication style different from that of physicians with an "internal" LOC (who believe that life outcomes are controlled by their own characteristics or actions). Design, setting, participants and intervention: Eighty-one voluntary physicians practising in the field of oncology were recorded while performing an actual and a simulated interview with a cancer patient and a relative. Main outcome measures: Physicians' communication skills were assessed using the Cancer Research Campaign Workshop Evaluation Manual. Physicians' LOC was assessed using the Rotter I-E scale. The communication skills of the upper and lower quartiles of physicians in respect of their scores on this scale were compared using Student's t test. Results: In actual interviews, physicians with an "external" LOC talked more to the relative (P=0.017) and used more utterances with an assessment function (P=0.010) than physicians with an "internal" LOC. In simulated interviews, physicians with an "external" LOC used less utterances that give premature information (P=0.031) and used more utterances with a supportive function, such as empathy and reassurance (P=0.029), than physicians with an "internal" LOC. Conclusion: These results provide evidence that physicians' LOC can influence their communication styles. Physicians' awareness of this influence constitutes a step towards a tailoring of their communication skills to every patient's and relative's concerns and needs and thus towards a patient-centred communication.

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Standardized patient encounters. A method for teaching and evaluation

Cited by 74 publications

References 26 publications

Teaching Resident Physicians Chronic Disease Management: Simulating a 10-Year Longitudinal Clinical Experience With a Standardized Dementia Patient and Caregiver

Teaching Resident Physicians Chronic Disease Management: Simulating a 10-Year Longitudinal Clinical Experience With a Standardized Dementia Patient and Caregiver

Simulated patients in undergraduate education in psychiatry

Does psychological characteristic influence physicians’ communication styles? Impact of physicians’ locus of control on interviews with a cancer patient and a relative

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