The Integration of Web‐Based Educational Modules on Collaborative Care Interviewing Skills into a Standardized Patient experience focused on Nutrition Assessment to Enhance Medical Students Communication Skills.

Background: As the facilitator of the standardized patient rotation at the Ohio College of Podiatric Medicine (now Kent State University College of Podiatric Medicine [KSUCPM]) for the past 4 years, I have felt that there is underused time in the program. Therefore, I sought the views of podiatric medical students at KSUCPM who have completed the standardized patient rotation to see how they felt their time in the course was used and whether they felt that the course was useful to them in terms of advancing their podiatric medical education. Methods: A survey was administered to 105 third-year podiatric medical students. These students had already completed the standardized patient rotation, which at KSUCPM is in the second year. Results: Seventy-seven students completed the survey. Most of these students felt that there was improperly used time in the course, and many recommended ways of improving the course organization. Conclusions: The students answered positively that the standardized patient rotation was important in terms of improving interviewing skills and worthwhile for future professional development. The students agreed that there likely was underused time in the course and even suggested ways in which they would make the course run more efficiently. (J Am Podiatr Med Assoc 102(6): 477–484, 2012)

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Opinions of medical students about standardized patient use in clinical communication skills assessment

Türkiye Aile Hekimliği Dergisi ◽

10.2399/tahd.09.023 ◽

2009 ◽

Vol 13 (1) ◽

pp. 23-26 ◽

Cited By ~ 2

Author(s):

Güzel Dişcigil

Keyword(s):

Medical Students ◽

Communication Skills ◽

Skills Assessment ◽

Standardized Patient ◽

Clinical Communication ◽

Patient Use

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Medical Students and Patients Benefit from Virtual Non-Medical Interactions Due to COVID-19

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211028343 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110283

Author(s):

Taylor M Coe ◽

Trevor J McBroom ◽

Sarah A Brownlee ◽

Karen Regan ◽

Stephen Bartels ◽

...

Keyword(s):

Medical Students ◽

Communication Skills ◽

Patient Experience ◽

Clinical Medicine ◽

Organ Transplant ◽

Medical Patient ◽

Pilot Program ◽

Transplant Recipients ◽

Kidney Transplant Recipients ◽

Clinical Communication

Background: Patient care restrictions created by the COVID-19 pandemic constrained medical students’ ability to interact directly with patients. Additionally, organ transplant recipients faced increasing isolation due to the rise of telemedicine, the importance of social distancing and their immunosuppressed state. We created a pilot program to pair students with transplant patients for structured, virtual encounters and studied its impact on medical students and patients. Methods: In May 2020, medical students conducted virtual visits with patients via telephone or video conferencing. Patients and students were surveyed regarding their experiences and independent focus groups were conducted. The survey responses and focus group discussions were deidentified, transcribed, and analyzed for themes. Results: Ten participating students were in their first, second, or final year of medical school. The 14 patients were liver or kidney transplant recipients or kidney donors. All interactions lasted longer than 30 minutes, with 56% greater than 1 hour. Three themes emerged related to the student experience: improvement of their clinical communication skills, development of knowledge and attitudes related to organ transplantation and donation, and independent management of a patient encounter. Three themes related to the patient experience: appreciation of the opportunity to share their personal patient experience to help educate future physicians, a cathartic and personally illuminating experience and an opportunity to share the message of donation. Conclusions: This pilot program provided a novel opportunity for virtual student-patient interactions that was feasible, well-received, and mutually beneficial. The use of virtual non-medical patient experiences allowed for experiential learning during which students learned about both clinical medicine and enhanced their communication skills directly from patients. Additionally, patients were able to engage with medical students in a new way, as teachers of clinical interactions, and reported a high level of satisfaction in addition to deriving personal benefit.

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