Students’ Views on the Use of Real Patients and Simulated Patients in Undergraduate Medical Education

Abstract

Both real patient interactions and SP interactions are considered indispensable to undergraduate medical education. Each encounter has unique strengths and weaknesses from the perspectives of students. On the basis of strengths and weaknesses that were identified, suggestions were made for the use of real patients and SPs in undergraduate medical education.

The (In)Authenticity of Simulated Talk: Comparing Role-Played and Actual Interaction and the Implications for Communication Training

“…More generally, I suggest that it is important to establish whether or not assumptions about the authenticity of role-play are warranted. More work needs to be done to compare training and actual interactions, particularly in the training of medical and healthcare professionals where roleplay is used pervasively but where studies focus almost exclusively on establishing what category of interlocutor (e.g., "standardized patients", "actors", "other medics") provides for a more authentic role-playing experience (e.g., Bokken et al, 2009). …”

“…Meanwhile, in the research world, the issue of authenticity plays out in two main types of study: those which focus on which category of "role-player" makes for the most realistic experience (comparing, say, actors with other trainees or, in medical training, "standardized patients", e.g., Mounsey, Bovbjerg, White & Gazewood, 2006), and those which ask participants to report, post-hoc, on the perceived authenticity of training encounters (e.g., Bokken, Rethans, van Heurn et al, 2009). One study reports steps taken to make the role-play encounter as "similar to real-life encounters" as possible (Van Hasselt et al, 2008: 254).…”

Ankara Üniversitesi Tıp Fakültesi Öğrencilerinin “Uygulamalı Aydınlatılmış Onam Alma Becerisi (UAOAB)” Eğitim Programı ile ilgili Görüşleri: 2010-2014 Yıllarını Kapsayan Bir Anket Çalışması

“…Bugün, t p ve hem irelik ö rencileri, asistan hekimler ve hem irelerin ileti im becerileri e itimi ve/veya ölçme-de erlendirmesinde SH kullan m oldukça yayg nd r (11)(12)(13)(14)(15)(16)(17)(18)(19). Bokken ve arkada lar (12), e itimde gerçek hastalarla kar la ma ile simüle (standardize) hastalar n kullan m n n güçlü ve zay f yanlar hakk nda ö renci görü -lerini kar la t rm ve gerçek hastalarla çal man n daha özgün ve ö retici bulunmas na kar n, simüle hasta kullanman n ö rencilerin gerçek ya am durumlar na haz rlanmas aç s ndan daha yararl görüldü ünü bulmu lard r. Özellikle, ö rencinin ileti im becerileri hakk ndaki yap c geri bildiriminin SH etkile iminin güçlü bir yan oldu u sonucuna ula m lard r. Benzer biçimde Kiluk ve arkada lar (15), hastalara kötü haberin verilmesi ile ilgili bir e itim sürecinde ö rencilerin SH'larla kar la mas n n onlar n gerçek klinik ya am n zor ko ullar na güvenli bir ortamda haz rlanmas n sa lamas aç s ndan etkili oldu unu göstermi lerdir. Yukar daki örneklere ko ut olarak pek çok çal mada ö -rencilerin çe itli e itim süreçlerinde SH'larla yap land r lm kar la malar ya amalar n n ve bu deneyimler üze-rine onlardan geribildirim almalar n n ileti im becerilerinin geli imine olumlu katk s oldu u gösterilmi tir (13,(16)(17)(18)(19)(20)(21)(22).…”

The Fakebetes Challenge: A Pilot Study of the Patient as Educator

“…While results of diabetes simulations are positive with regards to improving empathy [6,7], self-efficacy [6], confidence in teaching diabetes self-management skills [4,5], and diabetes attitudes [5], none incorporated advanced critical thinking skills related to day-to-day challenges (unexpected hypo-or hyperglycemia, changes in glucose related to illness, stress, or exercise, etc.). Utilizing the expertise of real patients may benefit healthcare providers with regards to attaining complex skills and knowledge [8], improving communication [9], and supporting patient-centered learning [10]. While there are anecdotal reports of healthcare providers learning from patients, little is known about organized learning in which patients are the educators and healthcare providers are the learners.…”