Mahoney James M, Vardaxis Vassilios, Anwar Noreen, Hagenbucher Jacob
J Am Podiatr Med Assoc. 2018 Mar;108(2):145-150. doi: 10.7547/15-175.
This study examined the differences between faculty and trained standardized patient (SP) evaluations on student professionalism during a second-year podiatric medicine standardized simulated patient encounter.
Forty-nine second-year podiatric medicine students were evaluated for their professionalism behavior. Eleven SPs performed an assessment in real-time, and one faculty member performed a secondary assessment after observing a videotape of the encounter. Five domains were chosen for evaluation from a validated professionalism assessment tool.
Significant differences were identified in the professionalism domains of "build a relationship" ( P = .008), "gather information" ( P = .001), and share information ( P = .002), where the faculty scored the students higher than the SP for 24.5%, 18.9%, and 26.5% of the cases, respectively. In addition, the faculty scores were higher than the SP scores in all of the "gather information" subdomains; however, the difference in scores was significant only in the "question appropriately" ( P = .001) and "listen and clarify" ( P = .003) subdomains.
This study showed that professionalism scores for second-year podiatric medical students during a simulated patient encounter varied significantly between faculty and SPs. Further consideration needs to be given to determine the source of these differences.
本研究调查了在足病医学专业二年级标准化模拟患者问诊过程中，教员与经过培训的标准化患者（SP）对学生专业素养评价之间的差异。
对49名足病医学专业二年级学生的专业行为进行评价。11名标准化患者进行实时评估，一名教员在观看问诊录像后进行二次评估。从经过验证的专业素养评估工具中选取五个领域进行评价。
在“建立关系”（P = .008）、“收集信息”（P = .001）和“分享信息”（P = .002）等专业素养领域发现了显著差异，在这些领域中，教员给学生的评分分别在24.5%、18.9%和26.5%的病例中高于标准化患者。此外，在所有“收集信息”子领域中，教员的评分均高于标准化患者的评分；然而，评分差异仅在“恰当提问”（P = .001）和“倾听与澄清”（P = .003）子领域中显著。
本研究表明，在模拟患者问诊过程中，足病医学专业二年级学生的专业素养评分在教员和标准化患者之间存在显著差异。需要进一步考虑以确定这些差异的来源。
