Barrows H S, Williams R G, Moy R H
Department of Medical Education, Southern Illinois University School of Medicine, Springfield.
J Med Educ. 1987 Oct;62(10):805-9. doi: 10.1097/00001888-198710000-00003.
Written examinations are widely used for assessment in clinical clerkships and for licensure and specialty board certification, as opposed to assessment based on actual performance with patients. This reliance on written examinations is due to their ease of use and perceived objectivity and occurs despite the fact that the examinations assess few components of clinical competence. Simulated patients can standardize the presentation of a patient problem; and, if the patients are employed in an assessment in a manner parallel to the design of written test items, the assessment can have an objectivity similar to that enjoyed by written tests. Such an assessment allows the major components of clinical competence to be tested. The results and feasibility of using simulated patients in a multiple-station assessment of an entire senior class in January 1986 are described. A second assessment was administered to a different senior class in December 1986. This latter assessment was designed in collaboration with another medical school that administered the same assessment to its senior students in March 1987.
与基于与患者实际表现的评估相反，笔试广泛用于临床实习的评估、执照考试和专业委员会认证。对笔试的这种依赖是由于其使用方便且被认为具有客观性，尽管这些考试仅评估临床能力的几个方面。模拟患者可以使患者问题的呈现标准化；并且，如果以与笔试项目设计平行的方式将模拟患者用于评估，那么该评估可以具有与笔试相似的客观性。这样的评估可以测试临床能力的主要方面。本文描述了1986年1月在对整个高年级班级进行的多站评估中使用模拟患者的结果和可行性。1986年12月对另一个高年级班级进行了第二次评估。后一次评估是与另一所医学院合作设计的，该医学院于1987年3月对其高年级学生进行了相同的评估。
