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Objective:To explore the effect of applying standardized patient teaching based on Calgary-Cambridge communication model in nurse patient communication training for junior college interns, and to enrich the teaching methods of nurse patient communication training in domestic medical institutions.Methods:This study was a quasi-experimental study. In July 2022, 78 students were selected from 335 junior college interns in the First Affiliated Hospital of Shandong First Medical University by random coding method, and were randomly divided into the experimental group (39 students) and the control group (39 students) by lot. The control group received routine training. The experimental group received standardized patient teaching based on Calgary Cambridge communication model: teaching the key points of communication, guiding demonstration based on Calgary Cambridge communication model, and guiding reflection and exploration. The nurse patient communication ability, nurse patient communication practice skills, communication self-efficacy, and teaching satisfaction of the two groups of interns were compared between the two groups after 8 weeks of training.Results:After training, the total score of nurse patient communication ability evaluation in the experimental group was (91.41 ± 5.35) points, higher than that in the control group (88.08 ± 7.40) points, there was significant difference ( t=2.24, P<0.05); after training, the communication self-efficacy score of the experimental group was (30.21 ± 4.28) points, higher than that of the control group (27.94 ± 5.09) points, there was significant difference ( t=2.09, P<0.05); the total score of communication practice skills in the experimental group was (173.59 ± 18.48) points, higher than that in the control group (158.44 ± 15.57) points, there was significant difference ( t=3.82, P<0.05); the total score of communication teaching and training satisfaction in the experimental group was (16.77 ± 2.94) points, higher than that in the control group (15.22 ± 1.90) points, and there was significant difference ( t=2.68, P<0.05). Conclusions:The standardized patient teaching based on Calgary Cambridge communication model can effectively improve the practical skills of nurse patient communication of junior college interns, and promote the improvement of their nurse patient communication self-efficacy, which is conducive to the improvement of nurse patient communication ability junior college intern.
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Objective:To explore the application effect of standardized neurology teaching ward-round combined with problem-based learning (PBL) teaching method and standardized patients (SP) in the production practice of international students.Methods:A total of 60 foreign students who participated in the neurology department of The 2nd Affiliated Hospital of Harbin Medical University from June 20, 2019 to December 20, 2019 were selected as the study subjects, and were divided into experimental group and control group, with 30 ones in each group. The control group used traditional teaching ward-round methods, the experimental group used the standardized teaching ward-round combined with PBL teaching method and standardized patients for learning. And at the end of the training, the assessment of the first course of disease record writing and questionnaire survey were conducted. SPSS 20.0 was used for t test and chi-square test. Results:The results of writing medical records in the experimental group were significantly outstanding, with statistical difference ( P<0.05). More than 80% of foreign students in the experimental group agreed that standardized teaching ward-round and standardized patient teaching model had significant effectiveness. Conclusion:In the production practice education of international students in department of neurology, the standardized teaching ward-round combined with PBL teaching method and standardized patient have achieved remarkable results.
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@#AIM: To explore the effect of the combination of standardized patient and CBL case-based teaching in clinical practice teaching for postgraduates majoring in ophthalmology.<p>METHODS: From July 2017 to July 2019, a total of 40 postgraduates majoring in ophthalmology from 2017, 2018, and 2019 of Nanchang University First Affiliated Hospital were selected as the research objects and randomly divided into two groups: the observation group and the control group, each with 20 people. The observation group used the SP+CBL case-based teaching mode, the control group used the traditional teaching mode(LBL). The teaching teachers of the same group of graduate students is the same, the teaching content are the same, the teaching period was 12mo, observe and compare the two groups of students' learning ability, theoretical knowledge and clinical skills operation assessment grades, and conduct statistical analysis on the evaluation of the teaching effect of the students. <p>RESULTS: There was no significant difference in the enrollment scores of the two groups of students. After teaching, students in the observation group had more advantages in learning enthusiasm, memory efficiency, clinical operation, and doctor-patient communication skills(<i>P</i><0.05), and they got higher theoretical knowledge and clinical skills operation assessment scores than those in the control group(87.95±6.78 points <i>vs</i> 78.95±6.28 points, 82.20±4.53 points <i>vs</i> 75.95±4.05 points, <i>P</i><0.05), and their evaluation of the SP+CBL case-based teaching model was significantly higher than that of the control group who implemented the LBL teaching model(<i>P</i><0.05).<p>CONCLUSION: The SP+CBL case-based teaching mode has significant advantages in clinical practice teaching for postgraduates majoring in ophthalmology, and is worthy of scientific popularization.
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As a standard component in medical education in many countries, standardized patients have become professionals who provide valuable opportunities for training and evaluation of clinical skills among medical students and physicians. This paper reviewed the application of standardized patients in health care, discussed its advantages and disadvantages, and advocated continuation of in-depth research on standardized patients in China, and acceleration in the establishment of a formal system of standardized patients in medical education and health systems, so as to improve the quality of medical care.
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Objective:To explore the effect of standardized patients stimulation combined with microteaching method in clinical teaching practice of students majored in rehabilitation therapy. Methods:From March, 2017 to March, 2018, 47 students majored in rehabilitation therapy in our department were selected with convenience sampling. Then they were randomly divided into control group (n = 23) and experimental group (n = 24). The control group received routine teaching method, while the experimental group received standardized patients stimulation combined with microteaching method. Their theoretical achievement, practical skills achievement and feedback on teaching effect were compared after this course. Results:The theoretical scores and practical skills scores were higher in the experimental group than in the control group (t > 2.366, P < 0.05). Meanwhile, the scores were higher in the experimental group than in the control group in the following aspects: the design capability of rehabilitation treatment program, the capability of selection of rehabilitation assessment tools, the communication and expression ability, learning enthusiasm and initiative, and the ability to relate theory to practice (t > 2.082, P < 0.05). Conclusion:Standardized patients simulation combined with microteaching method could improve the clinical practice effect of students majored in rehabilitation therapy.
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Objective To explore the application effect of objective structured clinical examination (OSCE) combined with standardized patients (SP) in the clinical practice assessment of standardized residenncy training. Methods A total of 97 clinical internal medical graduates from the First Affiliated Hospital of Xinjiang Medical University who participated in resident training from August 2016 to August 2017 were selected as the subjects, and they were divided into group A (48 cases) and group B (49 cases) according to the random number table. The standardized training course was 2 years, at the end of the first year of training, OSCE+SP model was used in group A for the examination, and group B was examined by traditional mode. After the 2nd year of training, the examination was again carried out, and the assessment models were exchanged between the A and B groups. The differences in various abilities and total scores of two groups were compared and analyzed statistically. Results In the first examination, the ability of collecting and analyzing medical history, physical examination ability, clinical skill operation ability, clinical thinking ability and total score of group A were significantly higher than those of group B (ability of collecting and analyzing medical history scores: 24.9±2.9 vs. 22.9±2.4, physical exam ability scores: 11.0±1.3 vs.10.0±1.3, clinical skill operation ability scores: 21.3±2.0 vs.19.9±2.2, clinical thinking ability scores: 72.0±7.2 vs. 66.8±13.8, total score:72.9±4.7 vs. 68.0±3.1, all P < 0.05). In the second exam, the ability of collecting and analyzing medical history, physical exam ability, clinical skill operation ability, clinical thinking ability and total score of group A were significantly lower than those of group B (ability of collecting and analyzing medical history score: 23.1±2.4 vs. 25.0±2.7, physical exam ability score: 10.4±1.3 vs. 11.2±1.3, clinical skill operation ability score: 20.1±2.4 vs. 21.4±2.2, clinical thinking ability score: 69.1±6.4 vs. 72.2±8.0, total score: 68.9±3.8 vs. 73.4±4.6, all P < 0.05). The results of variance analysis of two-stage interactive design showed that the new assessment model was the main factor that caused the statistical significant differences in medical students' examination results between the two groups (P < 0.05). Conclusion The new OSCE+SP model can more promote the improvement of medical students' achievements, benefit medical students from textbook theory entering into clinical practice, help resident doctors elevate their self comprehensive competency, and meet the requirements of medical development under the new national situation.
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Background: Choosing an appropriate Drug Delivery System (DDS) influences the acceptability, adherence and better outcome of the therapy in the patients. The present study was planned to evaluate the second year MBBS students on standardized patients (SP) using Group Objective Structured Clinical Encounters (GOSCE) after content delivery by traditional power point class versus experiential teaching methodology.Methods: DDS practical class was held in two larger groups after adding two odd sub-groups (1+3) as ‘A’ (64 students) and even sub-groups (2+4) as ‘B’ (66 students). The formative GOSCE evaluation was done 2 weeks after the classes by the trained physician examiners as per the Medical Council of Canada pre-determined scoring instruments.Results: The average magnitude of change in GOSCE scoring is extremely statistical significant on t-test (P< 0.0001) in favour of experiential teaching methodology for all the skills. The statistical significant percentage of students were able to extract the treatment history in respect of eliciting problem, reasons for non-compliance, methods of intake, explain the technique and showed the courteous professional behaviours.Conclusions: The clinical cases as SP in pharmacology teaching for developing competency based communication skills and GOSCE are the appropriate methodology for evaluation of large student group for experiential DDS training.
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We analyzed the current dilemma of infectious disease training considering the current status of infectious disease, especially the new diagnosis and treatment mode of liver disease. Since the tra-ditional teaching mode could not meet the current teaching needs, we introduced case-based teaching and thus combined typical case discussions with theoretical lectures. Standardized patients were recruited and trained for students' inquiry and physical examination and standardized assessments about their perfor-mance were conducted. The design and follow up process of clinic trials were introduced to students. Teaching resources of other departments and infectious disease specialist hospitals were integrated to make up for the shortage of special infectious diseases. Multiple teaching modes were combined to improve the quality of clinical training for infectious diseases.
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Objective To explore the applications of standardized patients teaching method in clin-ical practice teaching effect for students majoring in rehabilitation therapy in the course of occupation therapy. Methods The 2013 classes of rehabilitation therapy specialty in our college were selected as the subjects of study in the two groups. Group 1 was taught by the traditional teaching method, while group 2 was taught by the standardized patients (SP) teaching method. After learning, we made an analysis of two groups through the form of theory questions, practical operation and the questionnaire to assess the teaching efficacy. Measurement data using two sample mean t-test after SPSS 13.0 software for statistical analysis. Results The scores of skills test and questionnaire in students taught by SP teaching method is signifi-cantly higher than those in students taught by traditional teaching method (P<0.05). In the theoretical exami-nation, the SP teaching group outperformed the traditional teaching group, but the difference was not statis-tically significant. Conclusion In occupation therapy application, SP teaching is superior to traditional teaching in improving students' ability of analysis and judgment, operation skill and communication level, which can be extended to other clinical courses of rehabilitation therapy.
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Objective To improve the clinical oncology practice ability of professional degree postgraduates,and to explore the role of using standardized patients (SP) in problem-based learning (PBL) teaching method.Method Fifty-two professional degree postgraduates who studied clinical oncology in 2016 and 2017 in our department were taken as the research object,of which 26 were in the experimental group,26 were in the control group.In the experimental group,SP was used in PBL teaching method.In the control group,the traditional PBL teaching method was performed.After the end of the training course,data were analyzed using SPSS 19.0 software,count data and measurement data were analyzed using chi square test and t test to carry out the significant test between the two groups of data,the training effect was compared between the two groups.Results The score marked by experts in the experimental group was higher than that of the control group [(80.27 ± 6.41) vs.(74.77 ± 7.59)],the difference was statistically significant.The results of questionnaire survey showed that the experimental group was significantly higher than the control group in terms of patient satisfaction,clinical skills and participation in teaching activities (P＜0.05).Conclusion Introducing the SP into PBL teaching method could not only make PBL lively but also make SP teaching deeply.The organic combination of PBLand SP in the training process could improve the clinical oncology graduate students' abilities of clinical thinking,practice,doctor-patient communication,problems treatment,and humanistic care.This teaching model is worth promoting in the teaching of clinical oncology for profes-sional degree postgraduates.
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Objective To investigate the application of standardized patients in the department of otolaryngology. Methods Two otolaryngology scripts were designed and four standardized patients were trained. Ten students were offered standardized patients teaching twice. Students' and clinical teachers' feedback, as well as objective grading for each student were analyzed. Results The performance scores for all the standardized patients were o-ver 4 points(1-5 points). Standardized patients and clinical teachers have a high degree of consistency in grad-ing the students. 70%(7/10) of the students considered standardized patients' immediate comment as the most benefits. Conclusions Well trained standardized patients are competent for the role of an actor,evaluator and in-structor in teaching and assessing students. The standardized patients as a teaching component should be promoted in otolaryngology.
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Standardized patients (SPs) are trained to portray a specific patient in a consistent, standardized fash-ion. SPs are widely used in many medical schools,and its efficacy for education and evaluation in the medical com-munity has been well established. Preoperative evaluation by anesthesiologist is a critical aspect of patient safety. But there are several defects in the current anesthesia education of preoperative evaluation and management. The residents are not provided with enough skills that are needed in the clinical practice and this sbortage may be com-pansated by SPs simulation. As a supplement of traditional teaching methods,SPs may improve the efficiency in the teaching of preoperative evaluation and enhance the competence of anesthesia residents.
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The standardized patient or simulate patient (SP) plays treble roles in the clinical teach-ing and training:the role of a patient, the role of a teacher and the role of an evaluator. The SP has been wide-ly used in clinical skill teaching and assessment in medical colleges and universities at home and abroad. This article reviews the progress of SP in general practice education and training, to provide the knowledge base for promoting its wide application in field of general practice.
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Objective To evaluate the effect of case-based learning combined with standardized patients in probation of nuclear radionuclide therapy.Methods 360 interns were randomly assigned separately into CBL+SP group and LBL group (180 people),case based on SP as the center of clinical teaching mode was used for CBL+SP group,while traditional classroom teaching mode was used for LBL group.Theoretical test,case analysis and teaching satisfaction survey were used to evaluate the two teaching mode,using SPSS 20.0 software for statistical analysis of the data.t test was used for two independent samples of both theoretical test and case analysis and chi-square test was used for teaching satisfaction survey.Results The score of theory and case analysis of CBL+SP group was higher than that of LBL group,and the difference had statistical significance [(83.26 ± 4.18) vs.(80.36 ± 3.62),t=-7.041,P=0.000;(85.79 ± 4.15) vs.(81.26 ± 3.96),t=-10.844,P=0.000].Satisfaction survey showed that satisfaction degree of CBL+SP group in stimulating and training the correct clinical thinking,grasping the information skills and cultivating their ability to analyze and solve the problem was higher than that of LBL group,and the difference had statistical significance (x2=40.319,x2=33.620,x2=23.493,x2=23.283;P=0.000).Conclusion Case-based learning combined with standardized patients in probation of nuclear radionuclide therapy can obtain satisfactory teaching effort.
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AIM:To enhance the doctors` ability of disease diagnosis and treatment by using standardized patients in neuro-ophthalmology teaching.METHODS: Graduated students and visiting students accepting neuro-ophthalmology training courses in Department of Ophthalmology during 2014-2016 were enrolled as the research objects.Two groups were randomized allocated and 20 students each group.One group of students was applied standardized patients teaching method and the other group of students was applied traditional teaching method.A questionnaire and exam after the teaching were evaluated.The data were analyzed by SPSS 20.0.RESULTS: The data of questionnaire included content interest improving,satisfaction for teaching,the key points understanding,theory with practice effective linking,future practice instruction.Comparison questionnaire data between two groups were of statistical significance (P<0.05).The test scores of case analysis of two groups were statistically significant also(P<0.001).CONCLUSION: Standardized patients teaching method is helpful for students` training on the ability of clinical diagnosis and treatment.
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Objective To understand the status quo of our young doctors' doctor-patient communi-cation and related influencing factors. Methods Among the doctors under the age of 40 in various clinical departments, according to 30% proportion, we randomly selected 32 doctors, and combined with revised Liverpool communication skills assessment scale (LCSAS) and standardized patients (SP), the doctors' ability of doctor-patient communication was evaluated. Descriptive statistics, t test and variance analysis were per-formed by SPSS 21.0 lines. Results The average score of communication etiquette of young doctors was (2.00±0.15), and the average score of their communication skills was (1.74±0.29), and the average score of their communication technical ability was (3.74±0.39). The detection rate of communication etiquette, communication skills and communication skills evaluation (less than 2) was 33.3%, 81.5%, and 85.2%, respectively. Physicians and surgeons' scores in communication etiquette and communication skills dimen-sion had significant difference (P<0.05). Significant difference was found in different ages doctor communi-cation protocol (F=3.641, P=0.028), and 20 to 25 years old doctors' score in communication manners was significantly lower than other ages (P<0.05). There were significant differences in the scores of doctors of different title in communication etiquette (F=4.410, P=0.023), and the trainee doctors' communication etiquette score was significantly lower than the physician and surgeon (P<0.05). Conclusion The commu-nication skills of young doctors in our hospital are generally in the middle state, and their communication etiquette is good, communication skills are general. There are great individual differences. Hospital should begin from those whose communication ability are low, cultivate their biology-psychology-social medicine thinking mode of the doctor-patient relationship , help new employees complete the role transformation , emotion management, and professional commitment, and encourage patients to participate in the medical process, so as to improve the doctors' communication ability in all directions and at different levels.
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Objective:To determine the effect of standardized patients in medical international students' graduation practice assessment.Methods:The students were divided into two groups ofstandardized patient assessment and traditional assessment,the theoretical and professional performance was compared and analyzed after the assessments.All the students were investigated using questionnaire.Result:The students assessed using standardized patients reported higher skill scores than those with traditional assessments,and the difference was statistically significant.However,no difference was observed in theoretical scores.Gorcltusion:The introduction of standardized patient to medical international students' graduation practice assessment alleviates the status that emphasizes theory but ignores practice due to the lack of clinical resources,eliminates the obstacles in the communication between students and patients,and is conducive to the cultivation of humanistic quality and adaptability of the students.It is worthy popularizing in international students' graduation practice assessment.
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Stomatology education and examination should be oriented with the position competence. In order to better meet the requirements of the stomatology education and the development of China's med-ical and health reform, National Medical Examination Center made relevant research to explore the strategies of applying SP in dentists' clinical competence evaluation. From the research we can conclude: SP has an irreplaceable role in effectively evaluating the various abilities of medical students. As an important ability evaluation method, standardized patients (SP) have the advantages of comprehensiveness, authenticity, sys-tematicness, standardization and operability, which has an irreplaceable role to effectively evaluate the job competence of a dentist. And standardized patients (SP) can also be used to make exploration in the assess-ment of oral doctor's communication, humanistic care, health education, clinical thinking and skill opera-tion and other aspects of the ability
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PURPOSE: The quality of problem representation is critical for developing students' problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students' experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL. METHODS: A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients. RESULTS: The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation. CONCLUSION: SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum.
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Humans , Cohort Studies , Curriculum , Learning , Methods , Motivation , Problem-Based Learning , ThinkingABSTRACT
To improve the clinical teaching work, the objective structured clinical examination (OSCE) was first introduced into the periodontal clinical assessment held by Departments of Periodon-titis and Mucosal Disease. With the OSCE exam station and item pool established, standardized pa-tients tralned, the examination form reformed, the knowledge, skill, and attitude of the examinee were assessed comprehensively. Compared with traditional exam,the OSCE evaluated the examinee's skills on clinical admissions, history collection, treatment plan development better. Most examinee have got satisfactory result (pass rate: 86.4 %, 19/22; good rate: 36.4%, 8/22; excellent rate: 9.1%, 2/22). The feedback of the following questionnalre also showed that most of the candidates thought the OSCE helpful to promoting the learning of theoretical knowledge (87.5%, 14/16) and good for converting the learned knowledge and skills into occupation ability (87.5%, 14/16).