Standardized Patient and Standardized Interdisciplinary Team Meeting: Validation of a New Performance‐Based Assessment Tool

Abstract

The interdisciplinary team (IDT) approach is critical in the care of elderly adults. Performance-based tools to assess IDT skills have not been well validated. A novel assessment tool, the standardized patient (SP) and standardized interdisciplinary team meeting (SIDTM), consisting of two stations, was developed. First, trainees evaluate a SP hospitalized after a fall. Second, trainees play the role of the physician in a standardized IDT meeting with a standardized registered nurse (SRN) and standardized medical social worker (SMSW) for discharge planning. The SP-SIDTM was administered to 52 fourth-year medical students (MS4s) and six geriatric medicine fellows (GMFs) in 2011/12. The SP, SRN, and SMSW scored trainee performance on dichotomous checklists of clinical tasks and Likert scales of communication skills, which were compared according to level of training using t-tests. Trainees rated the SP-SIDTM experience as moderately difficult, length of time about right, and believability moderate to high. Reliability was high for both cases (Cronbach α = 0.73-0.87). Interobserver correlation between SRN and SMSW checklist scores (correlation coefficient (r) = 0.82, P < .001) and total scores (r = 0.69, P < .001) were high. The overall score on the SP-SIDTM case was significantly higher for GMF (75) than for MS4 (65, P = .002). These observations support the validity of this novel assessment tool.

Gerontological nurse practitioners (GNPs) for the first time in Israel

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Student standardized patients versus occupational standardized patients for improving clinical competency among TCM medical students: a 3-year prospective randomized study

“…To investigate students’ attitudes and perceptions toward the curriculum training, anonymous post-training and post-exam surveys were initiated. The project team developed post-training survey questionnaires using a 4- or 5-point Likert scale based on previously published tools [ 15 , 20 − 21 ] Post-training questionnaire comprised 15 items, including “Enhance the quality of medical record”, “Improve TCM thinking ability” and “Satisfy with the teaching effectiveness of the course.” The post-exam questionnaire comprised 5 items, including “Your test performance achieves fidelity rate of your usual performance?”, “Do you think the scenario preparation in examination is authentic?”…”