The impact of a standardized patient program on student learning of communication skills

Determine the quantitative and qualitative value of a lecture-laboratory course with standardized patients on student communication skills. A blinded retrospective analysis was conducted on the counseling tapes of 127 students who took a lecture-laboratory course with standardized patients. A Commun...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2009-02, Vol.73 (1), p.4-4
Main Authors: Rickles, Nathaniel M, Tieu, Phuong, Myers, Lindsay, Galal, Suzanne, Chung, Valerie
Format: Article
Language:English
Subjects:
Adolescent
Communication
Curriculum
Curriculum-based assessment
Directive Counseling - standards
Education, Pharmacy - methods
Female
Humans
Instructional Design and Assessment
Learning strategies
Male
Patient Education as Topic - standards
Patient Simulation
Professional-Patient Relations
Retrospective Studies
Students
Students, Pharmacy
Surveys
Young Adult
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Summary:Determine the quantitative and qualitative value of a lecture-laboratory course with standardized patients on student communication skills. A blinded retrospective analysis was conducted on the counseling tapes of 127 students who took a lecture-laboratory course with standardized patients. A Communication Skills Assessment Form (CSAF) was used to evaluate baseline, midpoint and final tapes. Descriptive statistics and repeated measures analysis of variance were used to compare tapes. Students and standardized patients completed written survey instruments evaluating the laboratory at the end of the semester. Students had significant and progressively higher scores on the assessment across baseline, midpoint and final time points (p < or = 0.001). Students had significantly higher final assessment scores across all subsections than at baseline (p < or = 0.01). Students and standardized patients were favorable towards the laboratories and made useful recommendations. A lecture-laboratory course with standardized patients had a significant impact on student communication skills across time and was well received by students and standardized patients.
ISSN:0002-9459
1553-6467
DOI:10.5688/aj730104