Austin Zubin, Gregory Paul, Tabak Diana
Leslie Dan Faculty of Pharmacy, University of Toronto,144 College Street, Toronto, ON M5S 3M2 Canada.
Am J Pharm Educ. 2006 Oct 15;70(5):119. doi: 10.5688/aj7005119.
To describe the use of patient-actors as educators in a senior-level pharmacy practice course, and to contrast the value and application of "standardized patient" and "simulated patient" educational methodologies.
The objective structured clinical examination (OSCE) of the licensing examination were utilized during and at the end of the course along with external assessment to determine the impact of this educational methodology. Interviews with a randomly selected cohort of 14 students were undertaken 3 years after graduation and licensure to evaluate long-term impact of this course.
Overall, students responded positively to the shift from "standardized" patients to "simulated" patients, recognizing their value in teaching clinical and pharmaceutical care skills. Concerns were expressed regarding objectivity in assessment and individual grading. Over 98% of students successfully passed the OSCE component of the licensing examination. Long-term follow-up suggests students valued this approach to education and that it provided them with a foundation for better understanding of the psychosocial needs of patients in practice.
Simulated-patient educators can play an important role in the pharmacy curriculum, and can complement practitioner-educators in providing students with a real-world context for understanding complex patient care needs.
描述在高级药学实践课程中使用患者演员作为教育者的情况，并对比“标准化患者”和“模拟患者”教育方法的价值及应用。
在课程期间及结束时采用执照考试的客观结构化临床考试（OSCE）以及外部评估来确定这种教育方法的影响。毕业并获得执照3年后，对随机挑选的14名学生进行访谈，以评估该课程的长期影响。
总体而言，学生对从“标准化”患者转变为“模拟”患者的做法反应积极，认识到其在教授临床和药学护理技能方面的价值。对评估的客观性和个人评分存在担忧。超过98%的学生成功通过了执照考试的OSCE部分。长期随访表明，学生重视这种教育方法，并且它为他们在实践中更好地理解患者的心理社会需求奠定了基础。
模拟患者教育者在药学课程中可以发挥重要作用，并且在为学生提供理解复杂患者护理需求的真实情境方面可以补充从业者教育者的作用。
