scholarly journals The Effect of Education with Simulated Patient on the Empathy Attitudes of Medical Students: An Intervention Study

2021 ◽  
Author(s):  
Esra ÇINAR TANRIVERDİ ◽  
Kenan TAŞTAN
Keyword(s):  
Medical Students ◽  
Intervention Study ◽  
Simulated Patient

Clinical examinations for medical students during the COVID-19 outbreak: a simulated patient programme perspective

2020 ◽  
pp. bmjstel-2020-000693
Author(s):  
Nicola Ngiam ◽  
Geena Yasol ◽  
Denise Li-Meng Goh
Keyword(s):  
Medical Students ◽  
Simulated Patient ◽  
Control Measures ◽  
Open Communication ◽  
High Stakes ◽  
Effective Response ◽  
Infectious Disease Outbreak ◽  
Infection Control Measures ◽  
Medical Undergraduate ◽  
Real Patients

BackgroundThe COVID-19 pandemic had a profound impact on how our university had to administer the high stakes, final year medical undergraduate clinical examinations without real patients, while maintaining its validity and rigour.Method11 out of the 21 stations of the medical, surgical and orthopaedic clinical examinations needed to be converted to simulated patient (SP)-based or task-based stations. Cases were developed based on an assessment blueprint, with consideration for SP demographics and availability of equipment. Infection control measures were strictly enforced to avoid transmission of COVID-19. Planning had to include consideration for physical distancing, cohorting and segregation of students and examiners. Student and SP anxiety had to be addressed.ResultsThe examination was executed successfully for 300 medical students. Everyone worked professionally and dealt with the changes and precautions that were required with flexibility.DiscussionAn infectious disease outbreak can derail plans for major clinical examinations. Factors that facilitated a rapid and effective response included decisive leadership, open communication, willingness to collaborate, mobilising resources, adaptability and flexibility. Our school managed uncertainty by erring on the side of caution. This experience may serve as a reference for others in similar situations, particularly when COVID-19 restrictions start to be lifted.

scholarly journals Clinical Medical Students’ Preferred Teaching Methods: A Study at the National Defense University of Malaysia

2021 ◽  
Vol 3 (2) ◽  
pp. 74-78
Author(s):  
Sheikh Salahuddin Ahmed ◽  
Sagili Chandrasekhara Reddy
Keyword(s):  
Medical Students ◽  
Teaching Methods ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Simulated Patient ◽  
National Defense ◽  
Undergraduate Medical Students ◽  
Teaching Materials ◽  
Real Patient ◽  
National Defense University

Background: Providing appropriate teachings in the curriculum have a great impact on learning by the students. Objectives: The aim of this study was to determine the clinical undergraduate medical students’ preferred teaching methods provided by the medical educators. Material and Methods: This study was conducted on 89 medical students in the 4th and 5th year of the Faculty of Medicine and Defense Health, National Defense University of Malaysia, from 1st November 2019 to 31st July 2020. Each of the students was approached with a structured questionnaire for their responses to determine their preferred teaching methods. Results: Out of 89 students, 46 were male (51.7%); the mean age of the study students was 23.5 years. Among the various teaching methods, bedside teaching was the most preferred (76.4%) one followed by lectures (14.6%), tutorials (7.9%) and seminars (1.1%). 66.3% of students would use e-learnings’ uploaded teaching materials, whereas the remainder would not. Bedside demonstrations of clinical skills by the tutors were preferred by 77.5% of students. Practicing clinical skills by the students on a real patient rather than on a mannequin or a simulated patient was preferred by 94.4% of students. Regarding case discussions, problem-based learnings (PBL) were preferred by 80% of students. Conclusions: Bedside teachings, demonstrations of clinical skill by a teacher, practicing skills by the students on a real patient rather than on a simulated patient or a mannequin, and PBLs are highly preferred by the students. Adequate teaching materials uploaded in the e-learning management system provide a good source for the teachings and learnings.

scholarly journals Differences in Faculty and Standardized Patient Scores on Professionalism for Second-Year Podiatric Medical Students During a Standardized Simulated Patient Encounter

2018 ◽  
Vol 108 (2) ◽  
pp. 145-150
Author(s):  
James M. Mahoney ◽  
Vassilios Vardaxis ◽  
Noreen Anwar ◽  
Jacob Hagenbucher
Keyword(s):  
Medical Students ◽  
Faculty Member ◽  
Real Time ◽  
Assessment Tool ◽  
Simulated Patient ◽  
Standardized Patient ◽  
Patient Encounter ◽  
Second Year ◽  
The Difference ◽  
Share Information

Background: This study examined the differences between faculty and trained standardized patient (SP) evaluations on student professionalism during a second-year podiatric medicine standardized simulated patient encounter. Methods: Forty-nine second-year podiatric medicine students were evaluated for their professionalism behavior. Eleven SPs performed an assessment in real-time, and one faculty member performed a secondary assessment after observing a videotape of the encounter. Five domains were chosen for evaluation from a validated professionalism assessment tool. Results: Significant differences were identified in the professionalism domains of “build a relationship” (P = .008), “gather information” (P = .001), and share information (P = .002), where the faculty scored the students higher than the SP for 24.5%, 18.9%, and 26.5% of the cases, respectively. In addition, the faculty scores were higher than the SP scores in all of the “gather information” subdomains; however, the difference in scores was significant only in the “question appropriately” (P = .001) and “listen and clarify” (P = .003) subdomains. Conclusions: This study showed that professionalism scores for second-year podiatric medical students during a simulated patient encounter varied significantly between faculty and SPs. Further consideration needs to be given to determine the source of these differences.

Simulated patient-based teaching of medical students improves pre-anaesthetic assessment

2020 ◽  
Vol 37 (5) ◽  
pp. 387-393 ◽  
Author(s):  
Joana M. Berger-Estilita ◽  
Robert Greif ◽  
Christoph Berendonk ◽  
Daniel Stricker ◽  
Kai P. Schnabel
Keyword(s):  
Medical Students ◽  
Simulated Patient ◽  
Anaesthetic Assessment

scholarly journals Simulated patient and role play methodologies for communication skills and empathy training of undergraduate medical students

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Cristina Bagacean ◽  
Ianis Cousin ◽  
Anne-Helene Ubertini ◽  
Mohamed El Yacoubi El Idrissi ◽  
Anne Bordron ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Role Play ◽  
Skills Training ◽  
Verbal Communication ◽  
Simulated Patient ◽  
Background Information ◽  
Undergraduate Medical Students ◽  
Verbal Behaviour ◽  
Verbal Messages

Abstract Background Verbal and non-verbal communication, as well as empathy are central to patient-doctor interactions and have been associated with patients’ satisfaction. Non-verbal communication tends to override verbal messages. The aim of this study was to analyze how medical students use verbal and non-verbal communication using two different educational approaches, student role play (SRP) and actor simulated patient (ASP), and whether the non-verbal behaviour is different in the two different poses. Methods Three raters evaluated 20 students playing the doctor role, 10 in the SRP group and 10 in the ASP group. The videos were analyzed with the Calgary-Cambridge Referenced Observation Guide (CCG) and, for a more accurate evaluation of non-verbal communication, we also evaluated signs of nervousness, and posture. Empathy was rated with the CARE questionnaire. Independent Mann Whitney U tests and Qhi square tests were performed for statistical analysis. Results From the 6 main tasks of the CCG score, we obtained higher scores in the ASP group for the task ‘Gathering information’ (p = 0.0008). Concerning the 17 descriptors of the CCG, the ASP group obtained significantly better scores for ‘Exploration of the patients’ problems to discover the biomedical perspective’ (p = 0.007), ‘Exploration of the patients’ problems to discover background information and context’ (p = 0.0004) and for ‘Closing the session – Forward planning’ (p = 0.02). With respect to non-verbal behaviour items, nervousness was significantly higher in the ASP group compared to the SRP group (p < 0.0001). Concerning empathy, no differences were found between the SRP and ASP groups. Conclusions Medical students displayed differentiated verbal and non-verbal communication behaviour during the two communication skills training methodologies. These results show that both methodologies have certain advantages and that more explicit non-verbal communication training might be necessary in order to raise students’ awareness for this type of communication and increase doctor-patient interaction effectiveness.

scholarly journals Strengthening student communication through pediatric simulated patient encounters

2014 ◽  
Vol 11 ◽  
pp. 21 ◽  
Author(s):  
Ryan Whitt ◽  
Gregory Toussaint ◽  
S. Bruce Binder ◽  
Nicole J. Borges
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Family Members ◽  
Young Patients ◽  
Simulated Patient ◽  
Rank Test ◽  
Clinical Communication ◽  
Oral Feedback ◽  
Signed Rank ◽  
Signed Rank Test

As medical students enter the role of physician, clinical outcomes not only rely on their mastery of clinical knowledge, but also on the effectiveness in which they can communicate with patients and family members. While students typically have numerous opportunities to practice clinical communication with adult patients, such practice in pediatric settings is limited. This study examines if simulated patient (SP) encounters strengthen third-year medical students’ communication skills during the pediatrics clerkship. During 2011-2013, three SP encounters (comprising 3 pediatric scenarios) were incorporated into a pediatrics clerkship at one United States medical school to give students a safe venue to practice advanced communication with observation and direct feedback. Third-year medical students engaged in the scenarios and received both written and oral feedback from an evaluator observing the encounter. With IRB approval, students’ self-perceived confidence and abilities at performing the advanced communication skills were measured using an eightitem, Likert scale questionnaire administered pre and post the SP encounter. Pre- and post-questionnaires (n = 215; response rate, 96%) analyzed using a Wilcoxon-matched pairs signed-rank test demonstrated statistically significant increases in students’ perception of their confidence and abilities regarding their performance (P < 0.05; Bonferroni correction, P < 0.006). There was an increases in student confidence and self-perceived ability in: first, communicating with children and family members of young patients; second, managing confrontational situations involving parents; third, performing a thorough psychosocial history with an adolescent; and fourth, using Evidence Based Medicine to motivate parents.

scholarly journals How Do Simulated Interviews Increase the Self-efficacy of Medical Students? - Quasi-experimental Research-

2021 ◽  
Author(s):  
Shuntaro Aoki ◽  
Yayoi Shikama ◽  
Kiyotaka Yasui ◽  
Yoko Moroi ◽  
Nobuo Sakamoto ◽  
...  
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Simulated Patient ◽  
The Self ◽  
Medical Interview ◽  
Feedback Session ◽  
Medical Interviewing ◽  
Before And After ◽  
Medical Interviews ◽  
Quasi Experimental

Abstract Background Self-efficacy is crucial in improving medical student communication skills. This study aims to clarify whether the self-efficacy of medical students conducting medical interviews increased after simulated interviews or after feedback discussions. Methods A total of 162 medical students (109 men, 53 women) in their fourth or fifth year at a university in Japan participated in this study. The degree of self-efficacy in medical interviewing was measured before and after a medical interview with a simulated patient, and after the subsequent feedback session. Results ANOVA analysis revealed that self-efficacy for medical interviews was higher after both the interview and the feedback session than before the interview. Self-efficacy was highest after the feedback session among all three time points. Conclusions Feedback following a simulated interview with a simulated patient is important to improve the self-efficacy of medical students learning medical interviewing skills.

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