AMEE Medical Education Guide No. 13: real patients, simulated patients and simulators in clinical examinations

Collins, R

doi:10.1080/01421599880210

Cited by 130 publications

(23 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Their operations are coordinated by a central programme with a designated quality management scheme. Basic SP training follows international standards [43–45] and is additionally modified by students’ evaluation to constantly monitor and improve performance. All SP involved in the OSCE have longstanding experience in medical teaching sessions.…”

Section: Methodsmentioning

confidence: 99%

Communication skills of medical students during the OSCE: Gender-specific differences in a longitudinal trend study

Graf¹,

Smolka²,

Simoes³

et al. 2017

BMC Med Educ

View full text Add to dashboard Cite

BackgroundCommunication skills are essential in a patient-centred health service and therefore in medical teaching. Although significant differences in communication behaviour of male and female students are known, gender differences in the performance of students are still under-reported. The aim of this study was to analyse gender differences in communication skills of medical students in the context of an OSCE exam (OSCE = Objective Structured Clinical Examination).MethodsIn a longitudinal trend study based on seven semester-cohorts, it was analysed if there are gender differences in medical students’ communication skills. The students (self-perception) and standardized patients (SP) (external perception) were asked to rate the communication skills using uniform questionnaires. Statistical analysis was performed by using frequency analyses and t-tests in SPSS 21.ResultsAcross all ratings in the self- and the external perception, there was a significant gender difference in favour of female students performing better in the dimensions of empathy, structure, verbal expression and non-verbal expression. The results of male students deteriorated across all dimensions in the external perception between 2011 and 2014.Discussion & conclusionIt is important to consider if gender-specific teaching should be developed, considering the reported differences between female and male students.

show abstract

Section: Methodsmentioning

confidence: 99%

Communication skills of medical students during the OSCE: Gender-specific differences in a longitudinal trend study

Graf¹,

Smolka²,

Simoes³

et al. 2017

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…Moreover, recruiting and training standardized patients is time consuming in order to produce a high-quality simulation [40]. Although our study did not explore real patient encounters, standardized patients allowed us to provide a large number of students with reproducible and consistent clinical scenarios of the same level of difficulty [41].…”

Section: Plos Onementioning

confidence: 99%

Cross-cultural adaptation of the 4-Habits Coding Scheme into French to assess physician communication skills

et al. 2020

View full text Add to dashboard Cite

Background The Four Habits Coding Scheme (4-HCS) is a standardized instrument designed to assess physicians' communication skills from an external rater's perspective, based on videorecorded consultations. Objective To perform the cross-cultural adaptation of the 4-HCS into French and to assess its psychometric properties. Methods The 4-HCS was cross-culturally adapted by conducting forward and backward translations with independent translators, following international guidelines. Four raters rated 200 videorecorded medical student consultations with standardized patients, using the French version of the 4-HCS. We examined the internal consistency, factor structure, construct validity, and reliability of the 4-HCS. Results The mean overall 4-HCS score was 76.44 (standard deviation, 12.34), with no floor or ceiling effects across subscales. The median rating duration of rating was 8 min (range, 4-19). Cronbach's alpha was 0.94 for the overall 4-HCS, ranging from 0.72 to 0.88 across subscales. In confirmatory factor analysis, goodness-of-fit statistics did not corroborate the hypothesized 4-habit structure. Exploratory factor analysis resulted in two dimensions, with the merging of three conceptually related habits into a single dimension and substantial cross-loading for 15 out of 23 items. Median average absolute-agreement intra-class

show abstract

“…Case complexity can be controlled and adjusted to reflect educational level [137]Faculty members can determine relevant learning objectives and coordinate role creation.Greater need for time and staff to select and train SPs and to monitor for quality [137]Checklists to record all SP observations of the doctor-patient consultation [138]Practical examples exist [139]. …”

Section: Discussionmentioning

confidence: 99%

Assessment formats in dental medicine: An overview

Gerhard-Szep

Güntsch

Pospiech

et al. 2016

GMS Journal for Medical Education; 33(4):Doc65

View full text Add to dashboard Cite

AMEE Medical Education Guide No. 13: real patients, simulated patients and simulators in clinical examinations

Cited by 130 publications

References 50 publications

Communication skills of medical students during the OSCE: Gender-specific differences in a longitudinal trend study

Communication skills of medical students during the OSCE: Gender-specific differences in a longitudinal trend study

Cross-cultural adaptation of the 4-Habits Coding Scheme into French to assess physician communication skills

Assessment formats in dental medicine: An overview

Contact Info

Product

Resources

About