Sharp P C, Pearce K A, Konen J C, Knudson M P
Department of Family and Community Medicine, Bowman Gray School of Medicine, Winston-Salem, NC, USA.
Fam Med. 1996 Feb;28(2):103-6.
Medical students report knowledge, but inadequate skills, in health promotion and disease prevention (HPDP) technology. An established methodology using standardized patient instructors (SPIs) was adapted and tested for effectiveness in teaching HPDP.
Thirteen lay persons were trained and given profiles showing high cardiovascular risks. During their family medicine clerkship, 104 students engaged in one-to-one exercises with the SPIs. Half of these sessions were spent in the doctor-patient interview; in the other half, the SPI gave specific feedback using a validated scale. Encounters were videotaped.
The students rated the SPI feedback as the program's most valuable aspect and the videotaping as the least valuable. The SPI feedback was rated valuable by 90%-96% of the students. The students also reported that the skills acquired were likely to be used, and they had learned "much" or "very much." As a group, students' self-assessments did not differ from the SPIs' assessments of the students.
Lay SPIs are a powerful educational tool.
医学生表示在健康促进和疾病预防（HPDP）技术方面有知识，但技能不足。一种使用标准化患者教员（SPI）的既定方法被改编并测试其在HPDP教学中的有效性。
培训了13名外行人，并给他们提供了显示高心血管风险的资料。在他们的家庭医学实习期间，104名学生与SPI进行了一对一练习。其中一半时间用于医患面谈；另一半时间，SPI使用经过验证的量表提供具体反馈。会面过程被录像。
学生们将SPI反馈评为该项目最有价值的方面，而录像被评为最没有价值的方面。90%-96%的学生认为SPI反馈很有价值。学生们还报告说，所获得的技能很可能会被使用，而且他们学到了“很多”或“非常多”。总体而言，学生的自我评估与SPI对学生的评估没有差异。
外行人SPI是一种强大的教育工具。
