Assistant Professor, Department of Medicine, and Associate Program Director for the Hospice and Palliative Medicine Fellowship, Mayo Clinic.
Professor, Department of Medicine, University of Pittsburgh Medical Center; Director of the Academic Clinician-Educator Scholars (ACES) Fellowship in General Internal Medicine and Director of the Master's and Certificate Programs in Medical Education, Institute for Clinical Research Education, University of Pittsburgh.
MedEdPORTAL. 2021 Jan 12;17:11068. doi: 10.15766/mep_2374-8265.11068.
Facilitated communication practice with simulated patients (SPs) is a highly effective form of communication training. Unfortunately, little guidance exists on writing SP cases.
We created a curriculum composed of a case-development workbook and case-writing session with input from national communication educators. In November 2017, we implemented the curriculum in a Teaching Communication Skills course for medical educators. Educators divided into four groups to write cases. Primary outcome was the number of criteria that cases fulfilled. Secondary outcomes were SP evaluation and educator-reported confidence and satisfaction.
Seventeen medical educators (including 15 fellows) completed the curriculum. Four new cases were analyzed against 24 criteria and compared to eight cases written by educators following a previous curriculum. An SP evaluated ease of portrayal for all 12 cases on a 5-point Likert scale (1 = 5 = ). Educators completed precurriculum and postcurriculum surveys. Compared to the previous curriculum, cases based on the new curriculum incorporated 26% more case criteria (70% or 16.8 criteria/case vs. 96% or 23.0 criteria/case, < .01). Ease-of-portrayal rating improved but did not differ statistically (mean: 2.8 vs. 4.5, = .11). A moderate correlation was found between number of included case criteria and Likert-scale rating ( = .61, = .03). Pre- and postcurriculum, educators reported significant increases in confidence (mean: 1.9 vs. 4.0, < .01) and high curricular satisfaction (mean: 4.8).
A case-development workbook and case-writing session increased the quality of newly developed SP cases as assessed by prespecified case criteria.
模拟患者（SP）辅助沟通实践是一种非常有效的沟通培训形式。不幸的是，编写 SP 案例的指导很少。
我们创建了一个课程，包括案例开发工作簿和案例写作课程，由国家沟通教育者提供意见。2017 年 11 月，我们在医学教育者的“教授沟通技巧”课程中实施了该课程。教育者分成四组撰写案例。主要结果是案例满足的标准数量。次要结果是 SP 评估以及教育者报告的信心和满意度。
17 名医学教育者（包括 15 名研究员）完成了该课程。对四个新案例进行了分析，共有 24 个标准，并与之前课程中教育者编写的八个案例进行了比较。SP 使用 5 分制量表（1 = 5 = ）对所有 12 个案例的易描绘性进行了评估。教育者完成了课前和课后调查。与之前的课程相比，基于新课程的案例包含 26%更多的案例标准（70%或 16.8 个标准/案例与 96%或 23.0 个标准/案例，< 0.01）。易描绘性评分有所提高，但无统计学差异（平均值：2.8 与 4.5，= 0.11）。纳入的案例标准数量与李克特量表评分之间存在中度相关性（= 0.61，= 0.03）。课前和课后，教育者报告信心明显增加（平均值：1.9 与 4.0，< 0.01），课程满意度高（平均值：4.8）。
案例开发工作簿和案例写作课程提高了根据预定案例标准评估的新开发的 SP 案例的质量。
