There appear to be no clear standards with regard to effective feedback training for SPs. Furthermore, the processes by which feedback is provided by SPs and the selection of domain(s) in which SPs give feedback often seem to lack a solid scientific basis. Suggestions for further research are provided.
Students consider the longitudinal SP program as good as the single-case SP program. In its current form the longitudinal SP program appeared not to be feasible. Further research is needed in our search for an instructive, enjoyable and feasible SP program to teach students about continuity of care.
Practising the development of a realistic, longitudinal doctor-patient relationship may help prepare students for real practice. Longitudinal feedback is now possible; it may be of higher quality and of benefit to SPs as well. These findings suggest new possibilities for SP-based education and research. Future studies should focus on quantitative analysis and students' perspectives.
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