Standardized Patient Encounters

Ainsworth, Michael; Rogers, Linda; Markus, John F.; Dorsey, Neil K.; Blackwell, Thomas A.; Petrusa, Emil

doi:10.1001/jama.1991.03470100082037

Cited by 77 publications

(15 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…8,9 SP interviews establish an absolute standard of performance based on direct observation. 10 Adolescent SPs, in particular, have been shown to be a reliable means of assessing the clinical and interpersonal skills of physicians. 11…”

mentioning

confidence: 99%

Assessing an Educational Intervention to Improve Physician Violence Screening Skills

et al. 2001

View full text Add to dashboard Cite

ABSTRACT. Objectives. Health professionals play an integral role in assessing the risk of violence in their patients. However, there have been few evaluations of violence prevention education programs for health care personnel. The objective of this study was to evaluate the effects of a violence-screening education program on pediatric residents' and medical students' comfort level and skills in the identification and management of violence risks.Setting. Adolescent clinic of a tertiary care pediatric hospital.Participants. Fifty-six second-year residents and third-year medical students assigned to a 4-week adolescent clinic rotation.Design. Randomized, controlled comparison study conducted over a 1-year period.Intervention. On alternate months, medical students and residents in the intervention group participated in a 3-hour workshop on violence prevention. The workshop included a didactic session with an overview of firearm, media, and sexual violence; a discussion of risk factors for adolescent violence; and training on the approach to the adolescent interview. Participants also discussed violence risks in the community with a panel of teen health educators, engaged in one-on-one role play with the youth educators, and received feedback on their violence screening skills. The control group received the standard ambulatory clinic manual with articles on violence prevention.Evaluation Methods. All participants completed prerotation and postrotation questionnaires assessing their self-reported screening practices, as well as perceived importance and confidence in violence screening. Participants also interviewed and examined an adolescent standardized patient (SP) in the clinic. SPs completed evaluations on the content of the residents' and students' screening, their interpersonal skills, and their skill in the identification and management of the violence-related problem.Results. Over 12 months, 30 control and 26 intervention participants were recruited. There were no differences in prerotation questionnaire scores for intervention and control groups in screening practices, perceived importance and confidence in violence screening. Postrotation intervention participants reported more screening compared with controls on violence in school/neighborhood and fighting history. There was also greater perceived importance in asking about access/use of weapons and violence in school/neighborhood. Intervention participants also had improved performance compared with controls on SP evaluations of screening for violence, identification and management of the violence-related scenario, and interpersonal skills. V iolence involving youth is a major public health issue. Homicide is the leading cause of death among black youth ages 15 to 34 years and is the second leading cause of death for American youth ages 15 to 19 years. 1-3 The US homicide rate for young adults 15 to 24 years old is quadruple the rate for the other 20 Western nations combined. 4 The underlying causes of violence are complex and diverse including: povert...

show abstract

mentioning

confidence: 99%

Assessing an Educational Intervention to Improve Physician Violence Screening Skills

et al. 2001

View full text Add to dashboard Cite

show abstract

“…The clinical skills assessment is evaluated across ten standardized patient encounters (Whelan et al 2005). Standardized patients are specially trained to interact with potential residents to help them learn how to obtain a clinical history and how to perform a physical examination (Ainsworth et al 1991). Failure to pass the doctor-patient communications skills section can result in failure of the clinical skills assessment (Whelan et al 2005).…”

Section: Physician Workforce Demographicsmentioning

confidence: 99%

Ethics, Cultural Competence, and the Changing Face of America

Laws

Chilton

2012

Pastoral Psychol

View full text Add to dashboard Cite

The population in the United States is increasingly multicultural. So, too, is the U.S. physician workforce. The combination of these diversity dynamics sets up the potential for various types of cultural conflict in the nation’s examining rooms, including the relationship between religion and medicine. To address the changing patient-physician landscape, we argue for a broad scale intervention: interdisciplinary bioethics training for physicians and other health professionals. This approach seeks to promote a common procedural expectation and language which can lead to an improved, patient-centered approach resulting in better patient-physician relationships that contribute to better health outcomes across the U.S. population. The authors illustrate their thesis and solution using a well-known case of cross-cultural dynamics taken from religion and medicine—Anne Fadiman’s The Spirit Catches You And You Fall Down.

show abstract

“…The use of clinical cases and standardized patients has been well studied and documented in the medical education literature (Tamblyn et al, 1991a; Tamblyn et al, 1991b; Ainsworth, 1991; Colliver et al, 1998; Williams, 2004). While standardized patients have a long history in medical education, their use also has identified problems, including subjective biases in the standardized patients, inaccuracies, and unrealistic portrayals of patient experiences (Tamblyn et al, 1991a; Tamblyn et al, 1991b; Williams, 2004).…”

Section: Introductionmentioning

confidence: 99%

Patient exposure in the basic science classroom enhances differential diagnosis formation and clinical decision-making

Peacock

Grande

2015

PeerJ

View full text Add to dashboard Cite

Purpose. The authors proposed that introducing real patients into a pathology classroom early in medical education would help integrate fundamental principles and disease pathology with clinical presentation and medical history.Methods. Three patients with different pathologies described their history and presentation without revealing their diagnosis. Students were required to submit a differential diagnosis in writing, and then were able to ask questions to arrive at the correct diagnosis. Students were surveyed on the efficacy of patient-based learning.Results. Average student scores on the differential diagnosis assignments significantly improved 32% during the course. From the survey, 72% of students felt that patient encounters should be included in the pathology course next year. Seventy-four percent felt that the differential diagnosis assignments helped them develop clinical decision-making skills. Seventy-three percent felt that the experience helped them know what questions to ask patients. Eighty-six percent felt that they obtained a better understanding of patients’ social and emotional challenges.Discussion. Having students work through the process of differential diagnosis formulation when encountering a real patient and their clinical presentation improved clinical decision-making skills and integrated fundamental concepts with disease pathology during a basic science pathology course.

show abstract

Standardized Patient Encounters

Cited by 77 publications

References 0 publications

Assessing an Educational Intervention to Improve Physician Violence Screening Skills

Assessing an Educational Intervention to Improve Physician Violence Screening Skills

Ethics, Cultural Competence, and the Changing Face of America

Patient exposure in the basic science classroom enhances differential diagnosis formation and clinical decision-making

Contact Info

Product

Resources

About