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427:: SPs can provide a longitudinal experience and enable students to follow through patients over time, even in a compressed time frame of examination. One technique employed in SP encounters is the use of information cards. When the trainee or examinee articulates the need for an examination or a laboratory test, the SP hands him/her a small card with the results of that exam/test, and the encounter can continue.
261:
professional conduct in potentially embarrassing situations such as pelvic or breast exams. SPs who perform such training are given titles such as
Gynecological Teaching Associate (GTA) or Urological Teaching Associate (UTA), as covered in more detail below. SPs are also used extensively in testing of clinical skills of students, usually as a part of an
215:. Her pilot program had local actors portray the "mothers" of imaginary children. The actors would describe the illness the unseen child was suffering from, requiring the medical students taking the history to develop differential diagnoses based on the mother's testimony. In 1984, a number of residency programs in the northeastern
288:
For teaching future healthcare professionals how to perform intimate examinations, a specially trained simulated patient may be used. Intimate examinations include breast and pelvic examination on females and urogenital, prostate and rectal examination on males. Such roles are known by various names.
589:
SPs need to draw on their own personal experiences with physicians, conversations with healthcare professionals, talking to specific patient populations etc. They also need to be trained to accurately and reliably simulate particular clinical scenarios. Frequent quality assessment may be needed to
260:
Simulated patients (SP) are extensively used in medical and nursing education to allow students to practice and improve their clinical and conversational skills for an actual patient encounter. SPs commonly provide feedback after such encounters. They are also useful to train students to learn
409:: a SP with extensive clinical out-patient experience, would have first-hand knowledge and experience with the clinical out-patient environment, which should have an advantage over a professional actor who has to learn how to "play the part" of a clinical patient.
239:
in the United States, for both foreign medical graduates and
American medical students. Since 2004 SPs have been used to assess the clinical competencies of osteopathic medical school candidates in the COMLEX USA Level 2-Performance Evaluation.
680:
Isaak, Robert; Chen, Fei; Hobbs, Gene; Martinelli, Susan M.; Stiegler, Marjorie; Arora, Harendra (2016). "Standardized Mixed-Fidelity
Simulation for ACGME Milestones Competency Assessment and Objective Structured Clinical Exam Preparation".
457:
At the same time, SPs are case specific and are able to assess clinical competency in a limited area only. Multiple encounters may be needed for broad ranged training or testing. Also, while SPs are quite proficient in simulating the
433:: SP encounters allow students to learn about situations they may not be able to manage alone in a real clinical setting, or where the use of a real patient may be inappropriate. For example, counseling a cancer patient.
179:
The SP can also contribute to the development and improvement of healthcare protocols; especially in cases where input from the SP are based on extensive, first-hand experience and observations as a clinical
815:
Irwin, P.M., Brown, R.A. and Butler, S. (2021), "The undergraduate simulation framework: standardising design and delivery", Higher
Education, Skills and Work-Based Learning, Vol. 11 No. 2, pp. 576-586.
768:
Irwin, P., Butler, S., & Brown, R. A. (2023). Implementing the undergraduate simulation framework for large nursing cohorts: A program evaluation. Clinical
Simulation in Nursing, 80, 1-8.
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ensure consistency in the portrayal of the patient role; especially since SPs may absorb a significant amount of clinical knowledge from their interactions with healthcare professionals.
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One form of instruction is where a medical professional, a preceptor, teaches the medical student how to perform the examination using a simulated patient as the model.
415:: SPs are able to provide cases that are needed at the time they are needed. They are likely to be more reliable, and may tolerate more students than real patients.
785:
224:
421:: The use of standardized clinical scenarios allows direct comparison of the students' clinical skills, locally as well as nationally and internationally.
276:
projects. They can also assist in the development of seminars and lectures in an academic setting, under the supervision of full or associate professors.
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439:: The monitoring of students by SPs reduces the need for supervision of medical students by physician faculty during clinical encounters.
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SPs can also serve as a "confederate" in a simulation to perform the roles of other clinicians within the care team. SPs used for
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SPs have also been sent unannounced into a physician practices to evaluate the standards of care. They are also employed as
17:
786:"The Use of Real Patients, Simulated Patients and Simulators in Clinical Examinations. AMEE Medical Education Guide No 13"
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patient. Dr. Barrows also developed a checklist that the SP could use to evaluate the performance of the trainee. Dr.
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in order to simulate a set of symptoms or problems. Simulated patients have been successfully utilized for
486:. Recruitment of SPs may also be difficult, time-consuming and more expensive than using 'real' patients.
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For nursing, SPs are successfully supporting large cohorts of students in the undergraduate curricula.
228:
730:
Proceedings of the 14th Annual
Association of Standardized Patient Educators Annual Scientific Meeting
220:
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621:"Following the Threads of an Innovation: The History of Standardized Patients in Medical Education"
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445:: Simulation allows students to repeat skills, and each time, the skill can increase in complexity.
316:
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917:"An overview of the uses of standardized patients for teaching and evaluating clinical skills"
830:
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728:(2015-06-14). "From the Skills Center to the Clinic: Preparing SPs for in situ Simulations".
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exam in 1998 to test the clinical skills of foreign medical graduates. This exam is now the
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861:"A practical guide to working with simulated patients and as a simulated patient"
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265:. Typically, the SP will use a checklist to record the details of the encounter.
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using two SP confederates as a nurse and surgeon for anesthesia resident training
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330: in this section. Unsourced material may be challenged and removed.
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News article posted by
Association of Standardized Patient Educators
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The largest limitation of simulated patients use can be their cost.
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was the first to use SPs in a licensure examination in 1993. The
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474:, for example), they may not be able to simulate certain other
200:. This SP simulated the history and examination findings of a
832:
Transforming
Nursing Education Through Problem-based Learning
791:. Association for Medical Education in Europe. Archived from
232:
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Suzanne M. Kurtz; Jonathan
Silverman; Juliet Draper (2005).
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trained another set of standardized patients in 1970 at the
219:, gave their residents the same examination using SPs. The
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Teaching and Learning Communication Skills in Medicine
660:"Standardized/Simulated Patients in Medical Education"
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The use of simulated patients has several advantages:
161:, evaluation of health care professionals, as well as
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simulation activities may require special training.
225:
Educational Commission for Foreign Medical Graduates
57:. Unsourced material may be challenged and removed.
196:trained the first standardized patient in 1963 in
828:
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996:These Medical Models Teach With Their Own Bodies
835:. Jones & Bartlett Learning. pp. 283–.
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742:: CS1 maint: multiple names: authors list (
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526:introducing citations to additional sources
153:, is an individual trained to act as a real
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770:https://doi.org/10.1016/j.ecns.2023.02.013
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390:Learn how and when to remove this message
263:objective structured clinical examination
117:Learn how and when to remove this message
516:Relevant discussion may be found on the
252:Photo of prebriefing for mixed modality
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235:exam and is mandatory for obtaining
55:adding citations to reliable sources
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645:Biography of Dr. Paula L. Stillman
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198:University of Southern California
969:10.1111/j.1365-2929.2005.02375.x
934:10.1097/00001888-199306000-00002
784:J P Collins; R M Harden (2004).
509:relies largely or entirely on a
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315:needs additional citations for
42:needs additional citations for
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425:Compression/expansion of time
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950:Spencer, J; Dales J (2006).
233:USMLE Step 2 Clinical Skills
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829:Elizabeth Rideout (2001).
229:Clinical Skills Assessment
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695:10.1007/s40670-016-0277-0
221:Medical Council of Canada
900:. Radcliffe Publishing.
867:. Radcliffe Publishing.
683:Medical Science Educator
472:neurological examination
466:states and even certain
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213:University of Arizona
894:"Simulated patients"
724:Messina J, Smith K,
627:on December 28, 2008
522:improve this article
324:improve this article
143:standardized patient
51:improve this article
18:Standardized patient
915:Barrows, H (1993).
537:"Simulated patient"
339:"Simulated patient"
141:), also known as a
66:"Simulated patient"
1020:Medical simulation
274:health informatics
258:
205:multiple sclerosis
151:patient instructor
1025:Nursing education
921:Academic Medicine
907:978-1-85775-658-6
874:978-1-84619-022-3
842:978-0-7637-1427-7
669:on June 23, 2003.
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511:single source
507:This section
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450:Limitations
413:Convenience
131:health care
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962:(1): 3–5.
802:2008-09-28
631:2008-09-28
606:References
548:newspapers
470:findings (
443:Repetition
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350:newspapers
296:Advantages
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518:talk page
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