Skillslab, Faculty of Health, Medicine and Life Sciences, Maastricht University, The Netherlands.
Med Teach. 2012;34(9):710-6. doi: 10.3109/0142159X.2012.708466.
In Belgium and the Netherlands, 13 medical schools collaborate with regard to the use of simulated patients (SPs) and standardized patients in their undergraduate curricula. All schools use SPs in their curriculum but schools differ in (a) the timing or placement of the SPs and (b) the way they are used.
To give an overview of the formats used most in undergraduate medical education with SPs, including a description of the impact of these formats on the different aspects of SPs.
Representatives of all medical schools in Belgium and The Netherlands all provided a structured overview of their use of SPs. We then collectively made a description of the main working formats. For each format we identified salient consequences on the SP level, including whether the format requires simulated or standardized patients or patient-actors, what is the impact of a format on the selection of SPs, content and duration of SP training, whether or not to use checklists in role training, feedback training or not, debriefing of training, impact on the case (role) description (e.g. free or structured), the number of SPs needed, and the selection criteria for SPs.
The working format with SPs more or less determines the whole process of selection, training, performance, and logistics of SPs.
在比利时和荷兰，13 所医学院在本科课程中合作使用模拟患者（SP）和标准化患者。所有学校都在课程中使用 SP，但在（a）SP 的时间安排或位置和（b）使用方式上存在差异。
概述本科医学教育中使用 SP 的主要形式，包括描述这些形式对 SP 不同方面的影响。
比利时和荷兰所有医学院的代表都对他们使用 SP 的情况进行了结构化概述。然后，我们共同描述了主要的工作形式。对于每种形式，我们确定了对 SP 层面的显著影响，包括该形式是需要模拟患者还是标准化患者或患者演员，该形式对 SP 选择、SP 培训的内容和持续时间、角色扮演培训中是否使用检查表、是否进行反馈培训、培训后的讨论、对案例（角色）描述的影响（例如自由或结构化）、所需的 SP 数量以及 SP 的选择标准的影响。
SP 的工作形式或多或少决定了 SP 的选择、培训、表现和后勤整个过程。
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