Standardized Patients to Assess Resident Interpersonal Communication Skills and Professional Values Milestones

Vora, Samreen; Lineberry, Matt; Dobiesz, Valerie

doi:10.5811/westjem.2018.8.37204

Cited by 12 publications

(14 citation statements)

References 20 publications

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“…• Patient-centred approach 78,89,90,[95][96][97] • Empathy 85,87,[90][91][92]97,101 • Humanism 73,80,82,[102][103][104] • Compassion 75,77,83,84,87,88,91,92 • Cultural sensitivity and proficiency 29,73,77,80,82,[91][92][93]97,102 Table 3b. Assessment criteria for professionalism.…”

Section: Context-specific Nature Of Professionalism Assessmentsmentioning

confidence: 99%

“…• Self-efficacy in acquiring professionalism skillsets and in interpersonal interactions and teamwork 86,89,93,105,111,112 • Focusing on patient's needs above self and empathising with and respecting patient's dignity 90,91,96,101,103,106 Behaviours Individual level…”

Section: Attitudesmentioning

confidence: 99%

“…• Undergraduate medical school education 18,20,[24][25][26]28,74,80,83,85,96,98,104,106,107,109,111,115,117,119,120,122,[123][124][125][126][127] • graduate medical school education 88 • Postgraduate clinical training 4,[21][22][23]29,30,[76][77][78][79]81,86,90,[93][94][95]97,99,100,102,103,105,108,110,…”

Section: Toolmentioning

confidence: 99%

“…• Likert Scale Questionnaire [22][23][24][28][29][30][76][77][78]83,[85][86][87][88]90,[92][93][94]96,97,99,[101][102][103][104][105][106][107]109,110,111,112,[116][117][118][119][120][121][122][124][125][126][127]129 • Frequency of behaviour scale 21,84 • Yes/No questionnaire 76,84 • Checklist 84,115,128 • Multiple-choice questions/responses…”

Section: Toolmentioning

confidence: 99%

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Assessing Professionalism in Medicine – A Scoping Review of Assessment Tools from 1990 to 2018

Tay

Hee

et al. 2020

Journal of Medical Education and Curricular Development

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Background: Medical professionalism enhances doctor-patient relationships and advances patient-centric care. However, despite its pivotal role, the concept of medical professionalism remains diversely understood, taught and thus poorly assessed with Singapore lacking a linguistically sensitive, context specific and culturally appropriate assessment tool. A scoping review of assessments of professionalism in medicine was thus carried out to better guide its understanding. Methods: Arksey and O’Malley’s (2005) approach to scoping reviews was used to identify appropriate publications featured in four databases published between 1 January 1990 and 31 December 2018. Seven members of the research team employed thematic analysis to evaluate the selected articles. Results: 3799 abstracts were identified, 138 full-text articles reviewed and 74 studies included. The two themes identified were the context-specific nature of assessments and competency-based stages in medical professionalism. Conclusions: Prevailing assessments of professionalism in medicine must contend with differences in setting, context and levels of professional development as these explicate variances found in existing assessment criteria and approaches. However, acknowledging the significance of context-specific competency-based stages in medical professionalism will allow the forwarding of guiding principles to aid the design of a culturally-sensitive and practical approach to assessing professionalism.

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Section: Context-specific Nature Of Professionalism Assessmentsmentioning

confidence: 99%

Section: Attitudesmentioning

confidence: 99%

Section: Toolmentioning

confidence: 99%

Section: Toolmentioning

confidence: 99%

See 2 more Smart Citations

Assessing Professionalism in Medicine – A Scoping Review of Assessment Tools from 1990 to 2018

Tay

Hee

et al. 2020

Journal of Medical Education and Curricular Development

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“… 5 Standardized patient (SP) vignettes can be used to teach a variety of topics and to evaluate competencies such as interpersonal communication and professional values. 6 Communication skills appear to be the strongest predictor for sexual history taking among practicing physicians. 7 In addition to improving specific clinical skills, SP encounters and other simulation exercises have also been shown to increase clinical knowledge based on written tests and performance of skills across other specialties.…”

Section: Introductionmentioning

confidence: 99%

Understanding Sexual Complaints and History Taking: A Standardized Patient Case on Dyspareunia for Obstetrics and Gynecology Clerkship Students

et al. 2020

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Introduction Learning to elicit a sexual history and counsel patients on sexual pain aligns with the Association of Professors of Gynecology and Obstetrics clerkship objectives. This topic can be challenging to cover due to lack of exposure in clinical encounters and inadequate coverage in preclinical studies. Methods Second-year medical students in the OB/GYN clerkship participated in a standardized patient (SP) encounter on dyspareunia, receiving formative feedback on sexual history taking, differential diagnosis and management plan, and their SP's comfort during the encounter. Student feedback was obtained mid- and postclerkship. Summary statistics and regression models comparing SP encounter scores with shelf exam and clerkship scores are reported. Results From September 2018 through July 2019, 101 students completed the encounter. Students asked an average of 3.9 of 13 sexual history questions. Sixty-six percent of students identified a correct diagnosis; 48% provided a management plan. The majority of students were very good or excellent at creating a safe environment. Most reported the encounter enhanced their learning (62%) and identified knowledge gaps (72%). SP encounter score was not associated with shelf exam score or clerkship letter grade but was associated with final clerkship score (unadjusted ß = 0.2, p = .009; adjusted ß = 0.1, p = .2). A summary didactic session was developed following student feedback. Discussion This SP encounter and summary didactic session allowed students to improve their sexual history taking and may be associated with clerkship performance. These skills are necessary to advocate for patients with sensitive complaints across specialties.

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Simulated Patients for Competency-Based Undergraduate Medical Education Post COVID-19: A New Normal in India

Kapoor¹,

Kapoor²,

Badyal

2021

Indian Pediatr

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The conventional medical curriculum in India needed more focus on explicit teaching and assessment of interpersonal and communication skills, professionalism, team-work and reflection for prevention and better management of increasing incidences of violence against doctors by building good doctor-patient relationships. Increasing number of seats in Indian medical colleges, decreasing hospital stay of patients, and decrease in faculty requirements will hamper adequate supervised authentic clinical experiences of undergraduates for developing clinical skills. The recent COVID-19 pandemic has led to a significant decrease in student-patient encounters. Simulated patients are being used in many countries to address many of these issues. To make the Indian medical graduates competent to function as primary physician of first contact, competency-based medical education along with guidelines for use of skill-lab and simulation has been introduced from 2019. The current review is focused on the need and use of simulated patients; their advantages, limitations and role in students’ teaching and assessment. It also gives a brief outline of their training process. Simulated patients should be used to supplement day-to-day learning, help in transition to attending real patients and also save enormous faculty time in the post-COVID-19 new normal. However, simulated patients are unlikely to completely replace real patients’ experiences. Electronic Supplementary Material Supplementary material is available in the online version of this article at 10.1007/s13312-021-2312-5.

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Standardized Patients to Assess Resident Interpersonal Communication Skills and Professional Values Milestones

Cited by 12 publications

References 20 publications

Assessing Professionalism in Medicine – A Scoping Review of Assessment Tools from 1990 to 2018

Assessing Professionalism in Medicine – A Scoping Review of Assessment Tools from 1990 to 2018

Understanding Sexual Complaints and History Taking: A Standardized Patient Case on Dyspareunia for Obstetrics and Gynecology Clerkship Students

Simulated Patients for Competency-Based Undergraduate Medical Education Post COVID-19: A New Normal in India

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