Perceptions of a longitudinal standardized patient experience by standardized patients, medical students, and faculty
Background: Longitudinal standardized patient (LSP) experiences mimic clinical practice by allowing students to interact with standardized patients (SPs) over time. LSP cases facilitate practice, assessment, and feedback in clinical skills and foster an appreciation for the continuum of care. Object...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2018-01-01
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| Series: | Medical Education Online |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/10872981.2018.1548244 |
| _version_ | 1818509810030608384 |
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| author | Lauren Block Judith Brenner Joseph Conigliaro Renee Pekmezaris Barbara DeVoe Andrzej Kozikowski |
| author_facet | Lauren Block Judith Brenner Joseph Conigliaro Renee Pekmezaris Barbara DeVoe Andrzej Kozikowski |
| author_sort | Lauren Block |
| collection | DOAJ |
| description | Background: Longitudinal standardized patient (LSP) experiences mimic clinical practice by allowing students to interact with standardized patients (SPs) over time. LSP cases facilitate practice, assessment, and feedback in clinical skills and foster an appreciation for the continuum of care. Objective: We sought to characterize the nature of relationship-building, feedback, and continuity among all stakeholders participating in a single LSP program. Design: We developed and implemented a novel LSP program. Students encountered two LSP characters six times each during the first 2 years of medical school, though continuity pairings of students, SPs, and faculty were frequently not possible. Focus groups were held with second-year medical students (N = 15), core faculty who coached these students in LSP encounters (N = 8), and SPs who had played the role of either LSP character (N = 10) participated. Results were analyzed thematically using a template analysis approach. Results: The longitudinal nature of the experience reinforced the importance of student growth over time, the key role of faculty and SPs in providing feedback, and the tension between feedback and assessment. Students reported that LSP cases encouraged practice and feedback. SPs felt wedded to the longitudinal characters. Continuity pairings were recommended by all stakeholders to increase authenticity and promote relationship-building. Conclusion: Stakeholders observed that the LSP cases brought some sense of continuity missing in other clinical skills encounters which helped prepare students for patient care. Continuity pairings of students, faculty, and SPs were recommended to enhance relationship-building and feedback. |
| first_indexed | 2024-12-10T22:50:32Z |
| format | Article |
| id | doaj.art-688c2ba4ad8e4e50b72e1425d929980b |
| institution | Directory Open Access Journal |
| issn | 1087-2981 |
| language | English |
| last_indexed | 2024-12-10T22:50:32Z |
| publishDate | 2018-01-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Medical Education Online |
| spelling | doaj.art-688c2ba4ad8e4e50b72e1425d929980b2022-12-22T01:30:26ZengTaylor & Francis GroupMedical Education Online1087-29812018-01-0123110.1080/10872981.2018.15482441548244Perceptions of a longitudinal standardized patient experience by standardized patients, medical students, and facultyLauren Block0Judith Brenner1Joseph Conigliaro2Renee Pekmezaris3Barbara DeVoe4Andrzej Kozikowski5Donald and Barbara Zucker School of Medicine at Hofstra/NorthwellDonald and Barbara Zucker School of Medicine at Hofstra/NorthwellDonald and Barbara Zucker School of Medicine at Hofstra/NorthwellNorthwell Health, Center for Health Innovations & Outcomes ResearchHofstra UniversityNorthwell Health, Center for Health Innovations & Outcomes ResearchBackground: Longitudinal standardized patient (LSP) experiences mimic clinical practice by allowing students to interact with standardized patients (SPs) over time. LSP cases facilitate practice, assessment, and feedback in clinical skills and foster an appreciation for the continuum of care. Objective: We sought to characterize the nature of relationship-building, feedback, and continuity among all stakeholders participating in a single LSP program. Design: We developed and implemented a novel LSP program. Students encountered two LSP characters six times each during the first 2 years of medical school, though continuity pairings of students, SPs, and faculty were frequently not possible. Focus groups were held with second-year medical students (N = 15), core faculty who coached these students in LSP encounters (N = 8), and SPs who had played the role of either LSP character (N = 10) participated. Results were analyzed thematically using a template analysis approach. Results: The longitudinal nature of the experience reinforced the importance of student growth over time, the key role of faculty and SPs in providing feedback, and the tension between feedback and assessment. Students reported that LSP cases encouraged practice and feedback. SPs felt wedded to the longitudinal characters. Continuity pairings were recommended by all stakeholders to increase authenticity and promote relationship-building. Conclusion: Stakeholders observed that the LSP cases brought some sense of continuity missing in other clinical skills encounters which helped prepare students for patient care. Continuity pairings of students, faculty, and SPs were recommended to enhance relationship-building and feedback.http://dx.doi.org/10.1080/10872981.2018.1548244Standardized patientsclinical skillsself-efficacycontinuityqualitative research |
| spellingShingle | Lauren Block Judith Brenner Joseph Conigliaro Renee Pekmezaris Barbara DeVoe Andrzej Kozikowski Perceptions of a longitudinal standardized patient experience by standardized patients, medical students, and faculty Medical Education Online Standardized patients clinical skills self-efficacy continuity qualitative research |
| title | Perceptions of a longitudinal standardized patient experience by standardized patients, medical students, and faculty |
| title_full | Perceptions of a longitudinal standardized patient experience by standardized patients, medical students, and faculty |
| title_fullStr | Perceptions of a longitudinal standardized patient experience by standardized patients, medical students, and faculty |
| title_full_unstemmed | Perceptions of a longitudinal standardized patient experience by standardized patients, medical students, and faculty |
| title_short | Perceptions of a longitudinal standardized patient experience by standardized patients, medical students, and faculty |
| title_sort | perceptions of a longitudinal standardized patient experience by standardized patients medical students and faculty |
| topic | Standardized patients clinical skills self-efficacy continuity qualitative research |
| url | http://dx.doi.org/10.1080/10872981.2018.1548244 |
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