Utilization of simulated patients to teach the routine pelvic examination

Godkins, T R; Duffy, Diane M.; Greenwood, J; Stanhope, W D

doi:10.1097/00001888-197412000-00009

Cited by 14 publications

(9 citation statements)

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“…We restricted the simulation to the patient's history and avoided physical examination. Although there is considerable experience of the use of clinical ‘surrogate’ patients for gynaecological examination in North America (Godkins et al , 1974), we were not convinced of its relevance for our purposes since our primary concern was with the skills of communication.…”

Section: Methodsmentioning

confidence: 99%

Simulated patients as a learning resource in the study of reproductive medicine

1977

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Section: Methodsmentioning

confidence: 99%

Simulated patients as a learning resource in the study of reproductive medicine

1977

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“…Some centres have paid clinic patients to act as models (Johnson et al, 1975). Others have advocated the hiring of prostitutes to simulate patients (Godkins et al, 1974). It has also been advocated that students bring their own partners for p'elvic examination under the supervision of instructors (Schneidman, 1977).…”

Section: Recruitment and Training Of Surrogate Patients/ Teachersmentioning

confidence: 99%

Surrogate Patients in Medical Education

Ostrow

1980

Programmed Learning and Educational Technology

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This review considers the use of surrogate patients in the teaching of part or all of the physicianpatient encounter in medical schools. It describes the areas where the use of surrogate patients has produced results superior to traditional methods of education, namely in the fields of the interview, the neurological and the pelvic examinations. It describes some of the special features of the use of surrogate patient/teachers in the pelvic examination. It discusses methods of recruiting and training surrogate patients/teachers.

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“…[3][4][5][6][7][8][9][10][11][12][13] Professional patients have no medical qualification, but are trained to teach history taking and examination to doctors while role playing the part of the patient. A key feature of this educational method is the opportunity for the trainee to receive feedback from the 'patient'.…”

Section: Introductionmentioning

confidence: 99%