Clay M C, Lane H, Willis S E, Peal M, Chakravarthi S, Poehlman G
Office of Clinical Skills Assessment and Education, East Carolina University School of Medicine, Greenville, NC 27858-4354, USA.
Teach Learn Med. 2000 Summer;12(3):145-9. doi: 10.1207/S15328015TLM1203_5.
The use of standardized patients has been an accepted instructional methodology in medical education for many years. A logical evolution of this methodology is the creation of a standardized patient family.
This article describes one such standardized family, the Jones family, and how the family is used to teach interpersonal skills, interviewing, communication, counseling, and history-taking skills to medical students.
After several years of using the Jones family, we have found that more comprehensive scripts need to be developed, that recruitment and retention of standardized patients for a year long program does not seem to be a problem, and that the value added by a standardized family greatly enhances the educational experience for students. A standardized family seems a logical educational vehicle for teaching continuity of care, confidentiality, contextual placement of medical information within family dynamics, cultural beliefs, community orientation, and generalism.
A standardized family is a viable instructional methodology that deserves greater use in medical education.
多年来，标准化病人的使用一直是医学教育中一种被认可的教学方法。这种方法的一个合理演进是创建标准化病人家庭。
本文介绍了这样一个标准化家庭——琼斯家庭，以及该家庭如何用于向医学生传授人际技能、问诊、沟通、咨询和病史采集技能。
在使用琼斯家庭数年之后，我们发现需要编写更全面的脚本，为期一年的项目中标准化病人的招募和留存似乎不是问题，而且标准化家庭带来的附加值极大地提升了学生的教育体验。标准化家庭似乎是一种合理的教育手段，可用于教授连续性医疗、保密性、医疗信息在家庭动态中的情境定位、文化信仰、社区导向和全科医学。
标准化家庭是一种可行的教学方法，值得在医学教育中更广泛地应用。
