Medical students as standardized patients to assess interviewing skills for pain evaluation

Mavis, Brian; Ogle, Karen S.; Lovell, Kathryn L.; Madden, Lisa

doi:10.1046/j.1365-2923.2002.01070.x

Cited by 37 publications

(32 citation statements)

References 12 publications

(17 reference statements)

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“…In fact, approximately 95% of medical schools in the United States currently use standardized patients and 85% use them as a component of student assessment Mavis, B. et al and Major, remarked that it was a challenge to replicate the complexities of clinical practice within a simulated environment [33,34]. This again highlights the challenges of using simulation effectively to enhance the learning experience.…”

Section: Resultsmentioning

confidence: 99%

Perception of Nursing Faculty Members on the Use of Objective Structured Clinical Examinations (OSCE) To Evaluate Competencies

Hatamleh¹

2014

IOSRJNHS

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Section: Resultsmentioning

confidence: 99%

Perception of Nursing Faculty Members on the Use of Objective Structured Clinical Examinations (OSCE) To Evaluate Competencies

Hatamleh¹

2014

IOSRJNHS

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“…Third, examiners noted that some SPs were unfamiliar with how much history to divulge or how to demonstrate physical exam findings. This suggests that sending written instructions and providing a brief orientation were insufficient in preparing first- and second-year students to be SPs in the MOSCE; implementing more formalized training similar to the 30-minute model used by Mavis, Ogle, Lovell, and Madden [10] may improve the consistency in SP performance in future iterations.…”

Section: Discussionmentioning

confidence: 99%

“…A recent scoping review on peer-assessment in OSCEs found that using peer evaluators in an OSCE is appropriate in formative settings, promoting learning to all the students involved [9]. Though the literature on student SPs is less extensive, medical students have also been shown to be reliable and cost-effective SPs in formative OSCE settings [10]; furthermore, as with student examiners, Mavis and colleagues [11] reported that student SPs benefited from learning experiences gained during the OSCE encounter.…”

Section: Introductionmentioning

confidence: 99%

A student-initiated objective structured clinical examination as a sustainable cost-effective learning experience

Lee

Madrazo

Thangarasa

et al. 2018

Medical Education Online

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Background: The objective structured clinical examination (OSCE) has gained widespread use as a form of performance assessment. However, opportunities for students to participate in practice OSCEs are limited by the financial, faculty and administrative investments required. Objectives: To determine the feasibility and acceptability of a student-run mock OSCE (MOSCE) as a learning experience for medical students of all 4 years. Design: We conducted a five-station MOSCE for third-year students. This involved fourth-year students as examiners and first-/second-year students as standardized patients (SPs). Each examiner scored examinees using a checklist and global rating scale while providing written and verbal feedback. MOSCE stations and checklists were designed by students and reviewed by a faculty supervisor. Following the MOSCE, participants completed surveys which elucidated their perceptions on the roles they took during the MOSCE. Results: Fifty examinees participated in the MOSCE. Of these, 42 (84%) consented to participate in the study and submitted completed questionnaires. Twenty-four examiners participated in the OSCE and consented to participate in the study, with 22 (92%) submitting completed questionnaires. Fifty-three of 60 SPs (88%) agreed to take part in this study, and 51 (85%) completed questionnaires. The internal consistency of the five-station OSCE was calculated as a Cronbach’s alpha of 0.443. Students commented positively on having the opportunity to network and engage in mentorship activities and reinforce clinical concepts. Conclusions: Examinees, examiners, and SPs all perceived the MOSCE to be a beneficial learning experience. We found the MOSCE to be a feasible and acceptable means of providing additional OSCE practice to students prior to higher-stakes evaluations.

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“…A final suggestion might be to consider peer evaluation. However, it has been reported that students generally overrate their colleagues and have a narrower range of marks than clinical teachers (Mavis et at., 2002).…”

Section: Discussionmentioning

confidence: 99%

An evaluation of the cost of designing, delivering and assessing an undergraduate communication skills module

Kelly

Murphy

2004

Medical Teacher

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Communication skills courses are considered expensive to run in terms of time, human resource and finance. This paper reports on the financial cost of designing, delivering and assessing a communication skills module delivered to fifth-year medical students. Costs are classified into three categories: personnel, standardized patients and administrative. The total cost attributable to the design and delivery of the Communication Skills Module was 8987 Euros, comprising 7900 Euros personnel costs, 960 Euros standardized patient costs and 127 Euros administrative costs. The total cost for assessing communication skills by an OSCE was 7223 Euros. This comprised 5309 Euros personnel costs, 1600 Euros standardized patient costs and 314 Euros administrative costs. As communication skills are often taught by smaller faculty departments, such as that of general practice, justification of financial outlay is crucial. As doctor-patient communication is a generic skill, consideration needs to be given to reducing the burden of cost borne by the individual department providing the teaching.

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Medical students as standardized patients to assess interviewing skills for pain evaluation

Cited by 37 publications

References 12 publications

Perception of Nursing Faculty Members on the Use of Objective Structured Clinical Examinations (OSCE) To Evaluate Competencies

Perception of Nursing Faculty Members on the Use of Objective Structured Clinical Examinations (OSCE) To Evaluate Competencies

A student-initiated objective structured clinical examination as a sustainable cost-effective learning experience

An evaluation of the cost of designing, delivering and assessing an undergraduate communication skills module

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