Using Standardized Patients to Assess Professionalism: A Generalizability Study

Zanetti, Mary L.; Keller, Lisa A.; Mazor, Kathleen M.; Carlin, Michele M.; Alper, Eric J.; Hatem, David S.; Gammon, Wendy L.; Pugnaire, Michele P.

doi:10.1080/10401334.2010.512542

Cited by 19 publications

(21 citation statements)

References 11 publications

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“…Four papers assessed behavior exhibited during “on doctoring” courses, which are structured to teach students physical examination skills and introduce them to patient interactions [1,3,5,22]. The fourth paper in this category was an assessment strategy using standardized patient encounters [29]. Students in clerkship settings (n=3) were evaluated through patient and faculty interactions [22,30-33].…”

Section: Reviewmentioning

confidence: 99%

“…Students in clerkship settings (n=3) were evaluated through patient and faculty interactions [22,30-33]. Other miscellaneous assessment situations found among students included responding to simulated patient emails and responding to scenario tapes [28-29,34-36]. Nine papers discussed resident assessments, three of which were mixed population (students and resident) studies.…”

Section: Reviewmentioning

confidence: 99%

“…Over half (n=18) of the included papers utilized a validated point scale system broken down into behavioral subcomponents, used among both medical students and residents [25-27,29,31-32-33,35-39,41-43]. Eleven of these assessments specified Likert-scale evaluations of subcategories of professional behavior which were totaled up into a summative numerical score.…”

Section: Reviewmentioning

confidence: 99%

“…While not explicitly described, the responses noted most of the assessor training to be “optional and not robust” [23]. A paper by Zanetti, et al [29] describes using standardized patients as assessors alongside MD raters, using a professionalism assessment based on the American Board of Internal Medicine criteria. The rater training consisted of viewing practice case tapes while intentionally not explaining the professionalism assessment and scale to minimize bias while rating.…”

Section: Reviewmentioning

confidence: 99%

“…The rater training consisted of viewing practice case tapes while intentionally not explaining the professionalism assessment and scale to minimize bias while rating. This standardized patients practiced assessments by pretending they were the patient in the taped encounter and rating the student accordingly [29]. In a study of professionalism exhibited by medical students applying for family medicine residency positions through an MMI process in Canada, Hofmeister [41] describes a panel of assessors as including community family doctors, family medicine residents from teaching programs, as well as a mix of human resource specialists, medical, and language educators.…”

Section: Reviewmentioning

confidence: 99%

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Current Practices in Assessing Professionalism in United States and Canadian Allopathic Medical Students and Residents

Nittur

Kibble

2017

Cureus

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Professionalism is a critically important competency that must be evaluated in medical trainees but is a complex construct that is hard to assess. A systematic review was undertaken to give insight into the current best practices for assessment of professionalism in medical trainees and to identify new research priorities in the field. A search was conducted on PubMed for behavioral assessments of medical students and residents among the United States and Canadian allopathic schools in the last 15 years. An initial search yielded 594 results, 28 of which met our inclusion criteria. Our analysis indicated that there are robust generic definitions of the major attributes of medical professionalism. The most commonly used assessment tools are survey instruments that use Likert scales tied to attributes of professionalism. While significant progress has been made in this field in recent years, several opportunities for system-wide improvement were identified that require further research. These include a paucity of information about assessment reliability, the need for rater training, a need to better define competency in professionalism according to learner level (preclinical, clerkship, resident etc.) and ways to remediate lapses in professionalism. Student acceptance of assessment of professionalism may be increased if assessment tools are shifted to better incorporate feedback. Tackling the impact of the hidden curriculum in which students may observe lapses in professionalism by faculty and other health care providers is another priority for further study.

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Section: Reviewmentioning

confidence: 99%

Section: Reviewmentioning

confidence: 99%

Section: Reviewmentioning

confidence: 99%

Section: Reviewmentioning

confidence: 99%

Section: Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Current Practices in Assessing Professionalism in United States and Canadian Allopathic Medical Students and Residents

Nittur

Kibble

2017

Cureus

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Modellierung und Assessment professioneller Gesprächsführungskompetenz von Lehrpersonen im Lehrer-Elterngespräch

Gartmeier¹,

Bauer²,

Fischer³

et al. 2011

Stationen Empirischer Bildungsforschung

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Does Gender Moderate Medical Students’ Assessments of Unprofessional Behavior?

Stratton

Conigliaro

2012

J GEN INTERN MED

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BACKGROUND: Despite widespread acceptance of professionalism as a clinical competency, the role of certain contextual factors in assessing certain behaviors remains unknown. OBJECTIVE: To examine the potential moderating role of gender in assessing unprofessional behaviors during undergraduate medical training. DESIGN: Randomized, anonymous, self-administered questionnaire. PARTICIPANTS: Ninety seven (97) third-year students from a southeastern U.S. medical school (participation rate=95.1 %). MAIN MEASURES: Using a 4-point Likert-type scale, subjects reviewed two subsets of randomly administered, equally weighted hypothetical vignettes depicting potentially unprofessional behaviors that could occur during medical students' clinical training. Ratings were categorized from 1 -"Not a Problem" to 4 -"A Severe Problem", based on the perceived degree of unprofessionalism. In each written scenario, trainee gender was systematically varied. KEY RESULTS: Across all scenario subsets, male and female students' mean ratings of hypothetical behaviors did not differ significantly. Further, male and female students tended, on average, to rate behaviors similarly regardless of the trainee's gender. CONCLUSION: Study findings suggest that: (1) neither students' gender nor that of the hypothetical "actor" moderates the assessment of unprofessional behaviors; and (2) male and female students assign roughly the same overall rankings to potentially unprofessional behaviors.

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Using Standardized Patients to Assess Professionalism: A Generalizability Study

Abstract: SPs' ratings were less reliable and consistent than physician or lay ratings, although the SPs rank ordered students more consistently than the other rater types.

Cited by 19 publications

References 11 publications

Current Practices in Assessing Professionalism in United States and Canadian Allopathic Medical Students and Residents

Current Practices in Assessing Professionalism in United States and Canadian Allopathic Medical Students and Residents

Modellierung und Assessment professioneller Gesprächsführungskompetenz von Lehrpersonen im Lehrer-Elterngespräch

Does Gender Moderate Medical Students’ Assessments of Unprofessional Behavior?

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