Document Detail


Taking standardized patient-based examinations to the next level.
MedLine Citation:
PMID:  14987183     Owner:  NLM     Status:  MEDLINE    
Abstract/OtherAbstract:
PURPOSE: The purpose of this article is to summarize this author's view on "where we are" with standardized patient-based assessments of clinical performance and to offer three directions for further research and development. SUMMARY: The push for more objective outcome data has fueled proliferation of the most researched innovation in the history of medical education. Near-random clinical experiences of students do not provide consistent, repeated practice with important clinical cases to achieve minimally adequate performance on these objective performance examinations, leading to scoring "psychogymnastics" to titrate fail rates. The second area is to modify these examinations to reflect features at higher levels of professional development such as situational awareness. Theories of professional development should guide changes. The third area incorporates multiperson scenarios; a clinician with a family or a team in the operating room. Simulation of complex situations, especially those requiring rapid, accurate communication and action can reduce medical errors and improve patient safety. CONCLUSIONS: Standardized patient-based examinations provide objective outcome data but require artificial adjustments in scoring due to inconsistent learning opportunities. Theoretical research on professional development, acquisition of expertise and team functioning provides fertile, new directions to take standardized patient-based examinations to the next level.
Authors:
Emil R Petrusa
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Publication Detail:
Type:  Journal Article; Review    
Journal Detail:
Title:  Teaching and learning in medicine     Volume:  16     ISSN:  1040-1334     ISO Abbreviation:  Teach Learn Med     Publication Date:  2004  
Date Detail:
Created Date:  2004-02-27     Completed Date:  2004-03-19     Revised Date:  2005-11-16    
Medline Journal Info:
Nlm Unique ID:  8910884     Medline TA:  Teach Learn Med     Country:  United States    
Other Details:
Languages:  eng     Pagination:  98-110     Citation Subset:  IM    
Affiliation:
Associate Dean for Curriculum Assessment, Duke University School of Medicine, Durham, North Carolina 27710, USA. petru001@mc.duke.edu
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MeSH Terms
Descriptor/Qualifier:
Education, Medical*
Humans
Patient Simulation*
Physical Examination / standards*
United States

From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine


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