University of South Dakota Sanford School of Medicine, Sioux Falls, South Dakota.
S D Med. 2022 Oct;75(10):454-455.
Standardized patient (SP) encounters are a pivotal part of medical student training and provide essential feedback on student performance. Feedback has been shown to develop interpersonal skills and alter motivation levels, reducing anxiety and increasing students' confidence in skills. Therefore, optimizing the quality of SP feedback will allow educators to provide students with more focused comments on performance, leading to personal development and better patient care. This project hypothesis states SPs receiving feedback training have greater confidence and offer feedback that is more effective during student encounters.
SPs were taught to give quality feedback through a training workshop. Training consisted of a presentation centered on a structured feedback model, allowing each SP the opportunity to practice both giving and receiving feedback. Evaluations were conducted using surveys administered immediately prior to and after training to determine training efficacy. Data gathered included demographics along with questions broadly relating to comfort/confidence in providing feedback and knowledge of communication skills. Performance of required feedback tasks was evaluated by observing SPs during encounters with students using a standardized checklist.
Attitude assessment between pre- and post-training surveys demonstrated statistical significance for the following items: I have strong knowledge base regarding giving feedback. (p=0.0006), I can easily identify learners' areas that need improvement. (p=0.0007), I am comfortable reading and interpreting learners' nonverbal messages (i.e., body language). (p=0.0152). Knowledge assessment between pre- and post-training surveys showed statistical significance. Evaluation of SP performance demonstrated over 90 percent completion for six out of 10 required feedback tasks. The lowest mean completion was for the following items: gave at least one constructive comment (70.2 percent); tied constructive comment to feeling (57.2 percent); and gave recommendation for next time regarding constructive comment (55.0 percent).
SPs gained knowledge from the training course implemented. Attitudes and self-confidence when providing feedback also improved after training. Some SPs complete specific feedback tasks easier than others do during student encounters and may require additional training for tasks associated with constructive criticism. Feedback performance also improved over subsequent days.
标准化患者（SP）的问诊是医学生培训的重要组成部分，为学生表现提供了重要反馈。反馈已被证明可以培养人际交往能力并改变动机水平，降低焦虑感，增加学生对技能的信心。因此，优化 SP 反馈质量将使教育者能够为学生提供更具针对性的表现评价，从而促进个人发展和更好的患者护理。本项目假设指出，接受过反馈培训的 SP 会更有信心，并在学生问诊中提供更有效的反馈。
通过培训研讨会，向 SP 传授提供高质量反馈的技巧。培训包括以结构化反馈模型为中心的演示，让每位 SP 有机会练习给予和接收反馈。通过在培训前后进行问卷调查来评估培训效果。评估内容包括人口统计学信息，以及与提供反馈的舒适度/信心和沟通技巧知识相关的广泛问题。通过观察 SP 在与学生的问诊中使用标准化清单完成所需反馈任务的情况，来评估 SP 的表现。
培训前后的态度评估显示以下项目具有统计学意义：我有扎实的反馈知识基础。（p=0.0006），我可以轻松识别学习者需要改进的地方。（p=0.0007），我能轻松读懂并理解学习者的非言语信息（例如，肢体语言）。（p=0.0152）。培训前后的知识评估显示具有统计学意义。对 SP 表现的评估显示，10 项必需反馈任务中的 6 项完成率超过 90%。完成率最低的项目为：给出至少一条建设性意见（70.2%）；将建设性意见与感受联系起来（57.2%）；提出下次有关建设性意见的建议（55.0%）。
SP 从实施的培训课程中获得了知识。培训后，提供反馈的态度和信心也有所提高。在学生问诊中，一些 SP 比其他 SP 更容易完成某些特定的反馈任务，可能需要针对建设性批评相关任务进行额外培训。反馈表现也随着后续天数的增加而有所改善。
