Validity evidence and reliability of a simulated patient feedback instrument

Schlegel, Claudia; Woermann, Ulrich; Rethans, Jan‐Joost; Vleuten, Cees van der

doi:10.1186/1472-6920-12-6

Cited by 26 publications

(15 citation statements)

References 16 publications

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“…Two reviews of studies where learners engaged with SPs [ 29 , 30 ] suggests a number of advantages for training and assessment compared to trainees’ role- playing. For instance, they are able to come out of their role to provide feedback about trainees’ strengths and weaknesses, from the ‘patient’s’ perspective; they are also able to do so with professional competence and consistency [ 31 , 32 ]. It is also claimed that using SPs in training can be more effective than peer role-play, because the SP is unknown to the trainees which adds authenticity to the encounter.…”

Section: Interactions Using Simulated Patientsmentioning

confidence: 99%

Using conversation analysis to inform role play and simulated interaction in communications skills training for healthcare professionals: identifying avenues for further development through a scoping review

et al. 2018

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BackgroundThis paper responds to previously published debate in this journal around the use of sociolinguistic methods in communication skills training (CST), which has raised the significant question of how far consultations with simulated patients reflect real clinical encounters. This debate concluded with a suggestion that sociolinguistic methods offer an alternative analytic lens for evaluating CST. We demonstrate here that the utility of sociolinguistic methods in CST is not limited to critique, but also presents an important tool for development and delivery.MethodsFollowing a scoping review of the use of role play and simulated interaction in CST for healthcare professionals, we consider the use of the specific sociolinguistic approach of conversation analysis (CA), which has been applied to the study of health communication in a wide range of settings, as well as to the development of training.DiscussionRole play and simulated interaction have been criticised by both clinicians and sociolinguists for a lack of authenticity as compared to real life interactions. However they contain a number of aspects which healthcare professionals report finding particularly useful: the need to think on one’s feet in real time, as in actual interaction with patients; the ability to receive feedback on the simulation; and the ability to watch and reflect on how others approach the same simulation task in real time. Since sociolinguistic approaches can help to identify inauthenticity in role play and simulation, they can also be used to improve authenticity. Analysis of real-life interactions using sociolinguistic methods, and CA in particular, can identify actual interactional practices that are used by particular patient groups. These practices can then be used to inform the training of actors simulating patients. In addition, the emphasis of CA on talk as joint activity means that proper account can be taken of the way in which simulated interaction is co-constructed between simulator and trainee.SummaryWe suggest that as well as identifying potential weaknesses in current role play and simulation practice, conversation analysis offers the potential to enhance and develop the authenticity of these training methods.

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Section: Interactions Using Simulated Patientsmentioning

confidence: 99%

Using conversation analysis to inform role play and simulated interaction in communications skills training for healthcare professionals: identifying avenues for further development through a scoping review

et al. 2018

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“…From this, the framework of this IPE was evolved, and the practical settings of the modules for first‐ and second‐year students were designed. Different teaching methods, such as lecture, cognitive apprenticeship, standardized patient and feedback (Ortwein et al, ; Schlegel et al, ), skills laboratory (Van Dalen et al, ), and small group skills were used.…”

Section: Descriptionmentioning

confidence: 99%

Interprofessional education in anatomy: Learning together in medical and nursing training

Herrmann

Woermann

Schlegel³

2014

Anatomical Sciences Ed

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Teamwork and the interprofessional collaboration of all health professions are a guarantee of patient safety and highly qualified treatment in patient care. In the daily clinical routine, physicians and nurses must work together, but the education of the different health professions occurs separately in various places, mostly without interrelated contact. Such training abets mutual misunderstanding and cements professional protectionism, which is why interprofessional education can play an important role in dismantling such barriers to future cooperation. In this article, a pilot project in interprofessional education involving both medical and nursing students is presented, and the concept and the course of training are described in detail. The report illustrates how nursing topics and anatomy lectures can be combined for interprofessional learning in an early phase of training. Evaluation of the course showed that the students were highly satisfied with the collaborative training and believed interprofessional education (IPE) to be an important experience for their future profession and understanding of other health professionals. The results show that the IPE teaching concept, which combines anatomy and nursing topics, provides an optimal setting for learning together and helps nurses and doctors in training to gain knowledge about other health professionals' roles, thus evolving mutual understanding.

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“…Simulation has a unique role as an effective training method in bridging the gap between education and clinical practice. The use of trained actors as simulated patients (SP) offers numerous advantages in medical education that have been well reviewed in the literature (1,2). Practicing pre-specified and predictable clinical scenarios in a completely safe environment bears no risk of harm to patients by inexperienced students or residents, and allows the educator and trainee to focus their attention on the aspect of patient-doctor interactions most relevant to the specific training needs (3,4).…”

Section: Introductionmentioning

confidence: 99%

Single-Day Simulation-Based Training Improves Communication and Psychiatric Skills of Medical Students

et al. 2020

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Background: Use of standardized (or simulated) patients (SP) is considered an effective teaching method for improving clinical and communication skills. This study assesses the effect of a single-day simulated patients (SP)-based training course on medical students' communication and basic skills in clinical psychiatry during their psychiatry rotation in a university-affiliated tertiary medical center. Methods: Forty-two third-year medical students participated. Communication and basic skills in clinical psychiatry were evaluated by a modified Four Habits Coding Scale (4HCS) and the psychiatric interview coding scale before and after SP training. An actual patient interview by the students 1 week after the training was evaluated by an attending psychiatrist blinded to the student's score during the SP-based training. Self-report questionnaires on satisfaction from the training and its impact on their self-confidence were administered at the end of training. Findings: The mean pre-training 4HCS score of 33.9 increased to 52.3 post-training (p < 0.001). The mean psychiatric interview coding scale score increased from 4.33 to 5.36 (p = 0.002). The self-report questionnaire yielded a mean score of 4.21 on a 1-5 Likert scale, implying high levels of satisfaction and self-confidence. Conclusions: A single SP-based training course of medical students sufficed to improve clinical and communication skills in psychiatric settings and enhance their subjective perception of those skills.

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Validity evidence and reliability of a simulated patient feedback instrument

Cited by 26 publications

References 16 publications

Using conversation analysis to inform role play and simulated interaction in communications skills training for healthcare professionals: identifying avenues for further development through a scoping review

Using conversation analysis to inform role play and simulated interaction in communications skills training for healthcare professionals: identifying avenues for further development through a scoping review

Interprofessional education in anatomy: Learning together in medical and nursing training

Single-Day Simulation-Based Training Improves Communication and Psychiatric Skills of Medical Students

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