Bokken Lonneke, Rethans Jan-Joost, Scherpbier Albert J J A, van der Vleuten Cees P M
Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, University of Maastricht, The Netherlands.
Simul Healthc. 2008 Fall;3(3):161-9. doi: 10.1097/SIH.0b013e318182fc56.
The aim of this review was to identify the strengths and weaknesses of the roles of real and simulated patients in undergraduate medical education. The literature was reviewed in relation to four patient roles: real patients as educational "resource" (passive role), real patients as teachers (active role), and simulated patients as educational resource and teachers. Each of the four patient roles was found to have specific advantages and disadvantages from the perspectives of teachers, students, and patients. For example, advantages of real patients as educational resource were patient-centered learning and high patient satisfaction. Disadvantages were their limited availability and the variability in learning experiences among students. Despite the considerable amount of literature we found, many gaps in knowledge about patient roles in medical education remain and should be addressed by future studies.
本综述的目的是确定真实患者和模拟患者在本科医学教育中的角色的优点和缺点。针对四种患者角色对文献进行了综述：真实患者作为教育“资源”（被动角色）、真实患者作为教师（主动角色）以及模拟患者作为教育资源和教师。从教师、学生和患者的角度来看，这四种患者角色中的每一种都有其特定的优点和缺点。例如，真实患者作为教育资源的优点是以患者为中心的学习和较高的患者满意度。缺点是其可用性有限以及学生之间学习体验的差异性。尽管我们找到了大量文献，但关于医学教育中患者角色的知识仍存在许多空白，有待未来的研究加以解决。
