Zhang Shelley, Soreide Kristin K, Kelling Sarah E, Bostwick Jolene R
University of Michigan College of Pharmacy, 428 Church Street, Ann Arbor, MI 48109-1065, United States.
Department of Clinical Pharmacy, University of Michigan College of Pharmacy, Room 2568 CCL, 428 Church Street, Ann Arbor, MI 48109-1065, United States.
Curr Pharm Teach Learn. 2018 Apr;10(4):523-528. doi: 10.1016/j.cptl.2017.12.014. Epub 2018 Jan 4.
As the pharmacy profession evolves to include non-dispensing services and collaborative care, greater emphasis is placed on communication skills building through standardized patient programs. Best practices for assuring the quality of standardized patient (SP) programs, however, remains unclear. The objective of this manuscript is to summarize quality assurance processes for standardized patient programs from health professions education literature.
A search of PubMed and Scopus between 2011 and 2016 was conducted and 22 articles were retained for thematic analysis. Articles were screened for relevance to quality assurance.
The thematic analysis revealed four themes: (1) enhanced SP training programs, (2) structured feedback to students, (3) statistical measurements to ensure inter-rater reliability, and (4) observation and evaluation of the SP to improve SP performance. Specific methods to assure the quality of an SP program were identified, including training program content and feedback techniques.
Although SP programs varied widely in their implementation, there were several common strategies used to evaluate the consistency of performance, effectiveness of feedback to students, and reliability of grading. Additional research is necessary to establish standards for SP programs across professional healthcare disciplines.
随着药学专业不断发展，将非配药服务和协作护理纳入其中，通过标准化患者项目加强沟通技能培养的重要性日益凸显。然而，确保标准化患者（SP）项目质量的最佳实践仍不明确。本文的目的是总结卫生专业教育文献中标准化患者项目的质量保证流程。
检索了2011年至2016年间的PubMed和Scopus数据库，保留22篇文章进行主题分析。筛选文章以确定其与质量保证的相关性。
主题分析揭示了四个主题：（1）强化标准化患者培训项目；（2）向学生提供结构化反馈；（3）进行统计测量以确保评分者间信度；（4）对标准化患者进行观察和评估以提高其表现。确定了确保标准化患者项目质量的具体方法，包括培训项目内容和反馈技巧。
尽管标准化患者项目在实施过程中差异很大，但有几种常用策略可用于评估表现的一致性、对学生反馈的有效性以及评分的可靠性。有必要开展更多研究，以建立跨专业医疗学科的标准化患者项目标准。
