Papanagnou Dimitrios, Klein Matthew R, Zhang Xiao Chi, Cameron Kenzie A, Doty Amanda, McCarthy Danielle M, Rising Kristin L, Salzman David H
Department of Emergency Medicine, Sidney Kimmel Medical College at Thomas Jefferson University, 1025 Walnut Street, College Building, Suite 100, Room 101, Philadelphia, PA, 19107, USA.
Department of Emergency Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL, USA.
Adv Simul (Lond). 2021 Jul 22;6(1):26. doi: 10.1186/s41077-021-00176-y.
Health professions education has benefitted from standardized patient (SP) programs to develop and refine communication and interpersonal skills in trainees. Effective case design is essential to ensure an SP encounter successfully meets learning objectives that are focused on communication skills. Creative, well-designed case scenarios offer learners the opportunity to engage in complex patient encounters, while challenging them to address the personal and emotional contexts in which their patients are situated. Therefore, prior to considering the practical execution of the patient encounter, educators will first need a clear and structured strategy for writing, organizing, and developing cases. The authors reflect on lessons learned in developing standardized patient-based cases to train learners to communicate to patients during times of diagnostic uncertainty, and provide suggestions to develop a set of simulation cases that are both standardized and diverse. Key steps and workflow processes that can assist educators with case design are introduced. The authors review the need to increase awareness of and mitigate existing norms and implicit biases, while maximizing variation in patient diversity. Opportunities to leverage the breadth of emotional dispositions of the SP and the affective domain of a clinical encounter are also discussed as a means to guide future case development and maximize the value of a case for its respective learning outcomes.
卫生专业教育受益于标准化病人（SP）项目，以培养和提升学员的沟通及人际交往能力。有效的病例设计对于确保标准化病人互动成功实现聚焦于沟通技巧的学习目标至关重要。富有创意、精心设计的病例场景为学习者提供了参与复杂医患互动的机会，同时促使他们应对患者所处的个人及情感背景。因此，在考虑医患互动的实际执行之前，教育工作者首先需要一个清晰且结构化的策略来撰写、组织和开发病例。作者反思了在开发基于标准化病人的病例以培训学习者在诊断不确定时期与患者沟通方面所汲取的经验教训，并提供了开发一套既标准化又多样化的模拟病例的建议。介绍了可协助教育工作者进行病例设计的关键步骤和工作流程。作者审视了提高对现有规范和隐性偏见的认识并减轻其影响的必要性，同时最大化患者多样性的差异。还讨论了利用标准化病人广泛的情感倾向和临床互动情感领域的机会，以此作为指导未来病例开发并最大化病例对各自学习成果价值的一种手段。
