Developing standardized patient-based cases for communication training: lessons learned from training residents to communicate diagnostic uncertainty

Advances in Simulation

Matthew R. Klein¹  Danielle M. McCarthy¹  David H. Salzman²  Xiao Chi Zhang³  Dimitrios Papanagnou³  Kristin L. Rising³  Amanda Doty⁴  Kenzie A. Cameron⁵ 

[1] Department of Emergency Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, USA;Department of Emergency Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, USA;Department of Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL, USA;Department of Emergency Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, 1025 Walnut Street, College Building, Suite 100, Room 101, 19107, Philadelphia, PA, USA;Department of Emergency Medicine, Thomas Jefferson University, Philadelphia, PA, USA;Division of General Internal Medicine and Geriatrics/Department of Medicine and Department of Medical Education, Northwestern University Feinberg School of Medicine, Chicago, IL, USA;

关键词: Diagnostic uncertainty;    Communication training;    Standardized patients;    Case design;   

DOI  :  10.1186/s41077-021-00176-y

来源: Springer

【 摘 要 】

Health professions education has benefitted from standardized patient (SP) programs to develop and refine communication and interpersonal skills in trainees. Effective case design is essential to ensure an SP encounter successfully meets learning objectives that are focused on communication skills. Creative, well-designed case scenarios offer learners the opportunity to engage in complex patient encounters, while challenging them to address the personal and emotional contexts in which their patients are situated. Therefore, prior to considering the practical execution of the patient encounter, educators will first need a clear and structured strategy for writing, organizing, and developing cases. The authors reflect on lessons learned in developing standardized patient-based cases to train learners to communicate to patients during times of diagnostic uncertainty, and provide suggestions to develop a set of simulation cases that are both standardized and diverse. Key steps and workflow processes that can assist educators with case design are introduced. The authors review the need to increase awareness of and mitigate existing norms and implicit biases, while maximizing variation in patient diversity. Opportunities to leverage the breadth of emotional dispositions of the SP and the affective domain of a clinical encounter are also discussed as a means to guide future case development and maximize the value of a case for its respective learning outcomes.

【 授权许可】

CC BY