a Department of Medicine and Science Education , Donald and Barbara Zucker School of Medicine at Hofstra/Northwell , Hempstead , NY , USA.
b Department of Science Education , Donald and Barbara Zucker School of Medicine at Hofstra/Northwell , Hempstead , NY , USA.
Med Educ Online. 2018 Dec;23(1):1548244. doi: 10.1080/10872981.2018.1548244.
Longitudinal standardized patient (LSP) experiences mimic clinical practice by allowing students to interact with standardized patients (SPs) over time. LSP cases facilitate practice, assessment, and feedback in clinical skills and foster an appreciation for the continuum of care.
We sought to characterize the nature of relationship-building, feedback, and continuity among all stakeholders participating in a single LSP program.
We developed and implemented a novel LSP program. Students encountered two LSP characters six times each during the first 2 years of medical school, though continuity pairings of students, SPs, and faculty were frequently not possible. Focus groups were held with second-year medical students (N = 15), core faculty who coached these students in LSP encounters (N = 8), and SPs who had played the role of either LSP character (N = 10) participated. Results were analyzed thematically using a template analysis approach.
The longitudinal nature of the experience reinforced the importance of student growth over time, the key role of faculty and SPs in providing feedback, and the tension between feedback and assessment. Students reported that LSP cases encouraged practice and feedback. SPs felt wedded to the longitudinal characters. Continuity pairings were recommended by all stakeholders to increase authenticity and promote relationship-building.
Stakeholders observed that the LSP cases brought some sense of continuity missing in other clinical skills encounters which helped prepare students for patient care. Continuity pairings of students, faculty, and SPs were recommended to enhance relationship-building and feedback.
纵向标准化患者 (LSP) 体验通过允许学生随着时间的推移与标准化患者 (SP) 互动，模拟临床实践。LSP 病例促进了临床技能的实践、评估和反馈，并培养了对护理连续性的认识。
我们旨在描述参与单个 LSP 计划的所有利益相关者之间建立关系、反馈和连续性的性质。
我们开发并实施了一项新的 LSP 计划。学生在医学院的前 2 年中，每个学生与两个 LSP 角色互动六次，尽管学生、SP 和教师的连续性配对通常是不可能的。参与研究的有第二年的医学生（N=15）、指导这些学生进行 LSP 互动的核心教师（N=8）和曾扮演 LSP 角色的 SP（N=10）。使用模板分析方法对结果进行了主题分析。
该体验的纵向性质强化了学生随着时间的推移而成长的重要性、教师和 SP 在提供反馈方面的关键作用以及反馈和评估之间的紧张关系。学生报告说，LSP 病例鼓励实践和反馈。SP 觉得与纵向角色紧密相连。所有利益相关者都建议进行连续性配对，以增加真实性并促进关系建立。
利益相关者观察到，LSP 病例带来了其他临床技能互动中缺失的一些连续性，这有助于为学生的患者护理做好准备。建议学生、教师和 SP 进行连续性配对，以加强关系建立和反馈。
