Twelve tips for running an effective session with standardized patients

Talwalkar, Jaideep S.; Cyrus, Kali D.; Fortin, Auguste H.

doi:10.1080/0142159x.2019.1607969

Cited by 21 publications

(29 citation statements)

References 38 publications

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“…To contribute to the realism of the scenarios, moulage, and standardized patients were employed, given the technical and behavioral preparation. The first is defined as a makeup technique with effects close to reality (41) , and the second refers to actors' use, professional or not (30,42) . For standardized patients, training is recommended to avoid excesses or situations that may compromise the objectives (42) .…”

Section: Discussionmentioning

confidence: 99%

Development, validation and application of clinical simulation scenarios for assessment of stomatherapy specialists

et al. 2021

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Objectives: to build and validate three clinical simulation scenarios and report the application with candidates for the specialist’s degree in stomatherapy. Methods: methodological study, building three scenarios and evaluation checklists; content validation with judges, using content validity index and Modified Kappa Coefficient; pre-test and application. Results: scenarios built based on nursing care for: 1. insufficiency and venous ulcer; 2. demarcation of intestinal stomia; and 3. Clean intermittent catheterization. In the content validation of the 24 items appreciated, 83%, 80%, and 92% were validated without change. In the pre-test, the objectives and checklists were adjusted. In the application, to standardize the evaluation, actors and evaluators were trained previously, and each candidate passed the three stations. Conclusions: scenarios built and with validated content, based on evidence and covering the three areas of stomatherapy. The pre-test allowed for adjustments in the scenarios, and the candidates achieved the expected objectives.

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Section: Discussionmentioning

confidence: 99%

Development, validation and application of clinical simulation scenarios for assessment of stomatherapy specialists

et al. 2021

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“…The ACSW required the extensive planning and orchestration typical of OSCEs, 7,28 but despite its complexity, the session remained cost neutral compared to our existing OSCE on palliative care, which had relied on SP and expert-rater assessment. 24 By utilizing a student-only assessment model, we were able to trim resources that had added to costs to the original case.…”

Section: Discussionmentioning

confidence: 99%

“…3,4 Observed structured clinical examinations (OSCEs) using standardized patients (SPs) are widely utilized to both teach and assess basic communication skills during medical school. [5][6][7] However, when these students become residents, they are expected to manage clinical situations requiring more advanced communication skills, 1 in which clinicians must navigate emotionally fraught circumstances and in which an intense emotional response from patients or families can be expected. 8 During medical school, students rarely have the opportunity to lead conversations requiring advanced communication skills.…”

Section: Introductionmentioning

confidence: 99%

An Advanced Communication Skills Workshop Using Standardized Patients for Senior Medical Students

Talwalkar

Fortin

Morrison³

et al. 2021

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Introduction: Medical students often lack training in advanced communication skills encompassing emotionally fraught situations and those in which an intense emotional response is expected. Such skills are required for clinical situations encountered during residency. We created and evaluated an advanced communication skills workshop (ACSW) using standardized patients for senior medical students. The workshop emphasized communication skills for four scenarios-strong emotion, goals of care, medical error, and palliative care assessment-and utilized formative peer assessment and feedback. Methods: We created the four ACSW cases with case-specific communication behavior checklists and a common modified Master Interview Rating Scale in a Capstone Course for senior medical students. In groups of three, students rotated through three of four stations. Each student conducted one of the interviews while the other two completed the checklists and provided verbal feedback. We performed one-way analyses of variance on Likert responses and content analysis on open responses on a post-ACSW survey. Results: Ninety-one students completed the ACSW and survey. Students assigned high value to all four ACSW student roles: interviewer, observer, feedback recipient, and feedback provider. Students rated the experience above average to excellent on nearly all survey items. Open-response themes included "liked the opportunity to give or receive peer feedback" (46%) and "found the checklists helpful" (45%). Discussion: Feasible and well received by senior medical students, our ACSW offers an opportunity to practice and observe advanced communication skills and peer feedback. A peer-assisted, formative learning model, the ACSW efficiently addresses a key aspect of residency preparation.

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“…We followed best practices in SP case development 10 , 11 to construct scripts based on patient composites from our combined clinical experience in inpatient and outpatient psychiatric settings. Cases depicted three adults respectively diagnosed with schizophrenia, obsessive-compulsive disorder, and bipolar disorder ( Appendices A – C ).…”

Section: Methodsmentioning

confidence: 99%

The Mental Status Exam: An Online Teaching Exercise Using Video-Based Depictions by Simulated Patients

et al. 2020

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Introduction The mental status exam (MSE) is a structured approach to gathering a patient's behavioral and cognitive information. Analogous to the physical exam, it provides a template to collect clinical data in a systematic fashion. The MSE is a core competency of undergraduate medical education (UME) and an entrustable professional activity in clinical psychiatry. Methods We developed video clips of simulated patients depicting three adults respectively diagnosed with schizophrenia, obsessive-compulsive disorder, and bipolar disorder. We used three short video clips per condition to demonstrate an incremental number of psychiatric signs and symptoms. We used the nine video clips as calibrated stimuli for learners to identify components of the MSE using an online tool. Results We piloted this online exercise among 37 volunteer students. Experienced learners performed better than novice ones on overall identification of MSE components ( p <.001). Specifically, they were able to identify elements of the MSE following an ABC-STAMPS (appearance, behavior, cooperation; and speech, thought process and content, affect, mood, perceptions, suicidality) rubric. Discussion This video-based scoring tool was easy to implement in a UME setting and well received by students as a formative didactic exercise and educational complement.

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Twelve tips for running an effective session with standardized patients

Cited by 21 publications

References 38 publications

Development, validation and application of clinical simulation scenarios for assessment of stomatherapy specialists

Development, validation and application of clinical simulation scenarios for assessment of stomatherapy specialists

An Advanced Communication Skills Workshop Using Standardized Patients for Senior Medical Students

The Mental Status Exam: An Online Teaching Exercise Using Video-Based Depictions by Simulated Patients

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