Utilization of standardized patients to evaluate clinical and interpersonal skills of surgical residents

Hassett, James M.; Zinnerstrom, Karen; Nawotniak, Ruth; Schimpfhauser, F; Dayton, Merril T.

doi:10.1016/j.surg.2006.07.014

Cited by 34 publications

(19 citation statements)

References 6 publications

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“…Other studies from these disciplines have primarily utilized SPs and objective structured clinical examination (OSCE) stations to test ICS. [16][17][18] Lessons From Primary Care Schirmer et al formed a consensus group that evaluated multiple assessment scales available against the Kalamazoo consensus statement 19 of essential elements in a patient-physician interaction. 20 Assessment tools developed have consisted of global assessment scales as well as checklists.…”

Section: Lessons From Other Disciplinesmentioning

confidence: 99%

Assessing Interpersonal and Communication Skills in Emergency Medicine

Chan

Wallner

Swoboda

et al. 2012

Academic Emergency Medicine

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Interpersonal and communication skills (ICS) are a key component of several competency-based schemata and key competency in the set of six Accreditation Council for Graduate Medical Education (ACGME) core competencies. With the shift toward a competency-based educational framework, the importance of robust learner assessment becomes paramount. The journal Academic Emergency Medicine (AEM) hosted a consensus conference to discuss education research in emergency medicine (EM). This article summarizes the initial preparatory research that was conducted to brief consensus conference attendees and reports the results of the consensus conference breakout session as it pertains to ICS assessment of learners. The goals of this consensus conference session were to twofold: 1) to determine the state of assessment of observable learner performance and 2) to determine a research agenda within the ICS field for medical educators. The working group identified six key recommendations for medical educators and researchers.

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Section: Lessons From Other Disciplinesmentioning

confidence: 99%

Assessing Interpersonal and Communication Skills in Emergency Medicine

Chan

Wallner

Swoboda

et al. 2012

Academic Emergency Medicine

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“…Other residents were intrigued by how difficult it was to take personal responsibility for an error. Although previous authors of SP studies have concluded that residents maintain a low level of selfawareness during SP experiences, 9 the comments we solicited reflected a high degree of self-awareness. Overall, residents found the SPs convincing and valued the feedback from the program.…”

Section: Discussionmentioning

confidence: 91%

Relationship Express: A Pilot Program to Teach Anesthesiology Residents Communication Skills

Berger¹,

Blatt²,

McGrath³

et al. 2010

Journal of Graduate Medical Education

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Background The Accreditation Council for Graduate Medical Education requires residency programs to teach 6 core competencies and to provide evidence of effective standardized training through objective measures. George Washington University's Department of Anesthesiology and Critical Care Medicine implemented a pilot program to address the interpersonal and communication skill competency. In this program, we aimed to pilot the Relationship Express model, a series of exercises in experiential learning to teach anesthesiology residents to build effective relationships with patients in time-limited circumstances. The purpose of this paper is to describe the application of this model for anesthesiology training. Methods A total of 7 first-year clinical anesthesiology residents participated in this pilot study, and 4 residents completed the entire program for analysis purposes. Relationship Express was presented in three 1.5-hour sessions: (1) introduction followed by 2-case, standardized patient pretest with feedback to residents from faculty observers; (2) interpersonal and communication skills didactic workshop with video behavior modeling; and (3) review discussion followed by 2-case, standardized patient posttest and evaluation. Results Modified Brookfield comments revealed the following themes: (1) time constraints were realistic compared with clinical practice; (2) admitting errors with patients was difficult; (3) patients were more aware of body language than anticipated; (4) residents liked the group discussions and the video interview; (5) standardized patients were convincing; and (6) residents found the feedback from faculty and standardized patients helpful. Conclusions Resident retrospective self-assessment and learning comments confirm the potential value of the Relationship Express model. This program will require further assessment and refinement with a larger number of residents.

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“…Simulation may be the preferred medium to train students in how to break bad news, 50 how to respond to clinical situations where the potential of sexual impropriety arises, 51 in general clinical skill building using standardised patients, 52,53 and even in giving students a condensed but realistic sense of the experience of the changing needs and orientations of individual patients as they age in a doctor' s client population. 54 Simulation tools include computer-based systems, 55,56 manikins 57 and biometric body parts for practice of invasive procedures, 58 and actors playing the role of patients to provide both training and assessment.…”

Section: Flinders Universitymentioning

confidence: 99%