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Coaching Standardized Patients: For Use in the Assessment of Clinical Competence [Kõva köide]

  • Formaat: Hardback, 374 pages, kõrgus x laius x paksus: 229x152x25 mm, kaal: 626 g, illustrations
  • Sari: Springer Series on Medical Education
  • Ilmumisaeg: 28-Sep-2006
  • Kirjastus: Springer Publishing Co Inc
  • ISBN-10: 0826102247
  • ISBN-13: 9780826102249
Teised raamatud teemal:
Coaching Standardized Patients: For Use in the Assessment of Clinical CompetenceSuurem pilt
  • Formaat: Hardback, 374 pages, kõrgus x laius x paksus: 229x152x25 mm, kaal: 626 g, illustrations
  • Sari: Springer Series on Medical Education
  • Ilmumisaeg: 28-Sep-2006
  • Kirjastus: Springer Publishing Co Inc
  • ISBN-10: 0826102247
  • ISBN-13: 9780826102249
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780826102249.html
Märksõnad:
In today's medical education curriculum, it is necessary for students to learn the proper technique for taking medical histories, performing physical exams, and finding the appropriate way to educate and inform patients. The best way for a student to learn these skills is through hands-on training with a Standardized Patient (SP)--an actor who has been hired to portray a specific set of health problems and symptoms.

Tips to Help You ñ

Develop Coaching Skills and Be a Director to Your SPs Cast Standardized Patients Get the Best Performance from Your Actors Perfect Your SPs' Timing of Fact Delivery during Examinations Improve the SPs' Written Feedback to Students Streamline Training Regimens; Checklists Included

Working with SPs has become so important in medical education that it is now a component of the USMLE clinical skills assessment exam. To ensure best practice, the coaches who prepare SPs now need general guidelines.

This handbook is intended as that guide and as a support for those who are involved in training SPs, to encourage each coach to develop a system that will deliver the best results and, in the end, help train the most competent doctors.
List of Figures and Tables xiii
Preface xv
Acknowledgments xix
Introduction xxiii
PART ONE. Required Skill Sets: Developing the Expertise Needed to Coach Standardized Patients
Chapter
1. Overview: The Art and Practice of Coaching Standardized Patients
3(14)
The Collaboration in Standardized Patient Work
4(1)
The Uniqueness of Standardized Patient Work
5(2)
The SPs' Performance Environment
6(1)
The SPs' Improvisational Framework
6(1)
Some Qualities of Effective Coaches
7(2)
Know Something About Acting and Directing
7(1)
Develop Trusting Relationships With Their SPs
7(1)
Bring Enthusiasm and Sensitivity to Their Work
8(1)
Trust Their Intuition and What They Know
8(1)
The Importance of Selecting the Right SPs
9(2)
Hiring Actors or Non-Actors as SPs
9(1)
Eliciting Better Performances From Well-Chosen SPs
10(1)
The Skills Needed to Be an SP
11(2)
The Ability to Portray a Patient
11(1)
The Ability to Observe the Medical Student's Behavior
12(1)
The Ability to Recall the Encounter and Complete the Checklist
12(1)
The Ability to Give Feedback to the Student
13(1)
The Skills Needed to Be an SP Coach
13(1)
Chapter Summary
14(1)
Looking Ahead
15(2)
Chapter
2. Clinical Skills: Acquiring the Basic Doctoring Skills
17(22)
Learning the Four Clinical Skill Sets
17(18)
History Taking
17(2)
Physical Examination
19(7)
Patient–Physician Interaction (PPI)/Communication Skills
26(6)
Information Sharing (IS)/Patient Education Skills
32(3)
Portraying the Medical Student With the SPs
35(3)
Chapter Summary
38(1)
Looking Ahead
38(1)
Chapter
3. Acting: Understanding How the SPs Portray the Patient
39(44)
Getting Into the Patient's Psyche
39(2)
What It Is Like to Be a Patient
40(1)
The Patient Case: The Foundation of SP Performance
40(1)
Portraying Real Patients
41(1)
Familiarizing Ourselves With the Actor's Tools
41(2)
The Interconnectedness of Acting, Directing, and SP Coaching
43(7)
SPs as Actors, Coaches as Directors
44(1)
Blending Standardization With the Creative Process
45(2)
Actor/Non-Actor Considerations
47(3)
The Art of Acting: A Model for Enhancing Patient Portrayals
50(31)
Working From the Outside-In: Using Observed Behaviors to Develop Character
51(9)
Working From the Inside-Out: Using the Imagination to Evoke Feelings
60(21)
Chapter Summary
81(1)
Looking Ahead
82(1)
Chapter
4. Directing: Coaching to Deepen the SPs' Performances
83(26)
The Relationship of the Coach/Director With the SPs
84(22)
General Guidelines for Directing SP Performances
85(2)
Other Coaching Principles
87(6)
Specific Ways to Assist the SPs
93(12)
In Conclusion
105(1)
Chapter Summary
106(1)
Looking Ahead
106(3)
PART TWO. Training Procedures: Casting and Training the Standardized Patients
Chapter
5. Casting: Finding the Right Standardized Patients
109(42)
Recruitment
109(18)
Recruitment Principles
110(6)
Recruitment Resources
116(7)
Recruitment Procedures
123(4)
Auditioning
127(18)
Auditioning Principles
127(4)
Auditioning Logistics
131(3)
Auditioning Materials
134(3)
Auditioning Orientation for the Candidates
137(3)
The Audition
140(5)
Selection
145(5)
Selection Principles
145(1)
Strategy for Notifying the Candidates
146(2)
Postselection Procedures
148(2)
Chapter Summary
150(1)
Looking Ahead
150(1)
Chapter
6. Training the Standardized Patients: An Overview
151(12)
General Guidelines for Training
151(10)
Training Principles
152(6)
Training Manuals
158(3)
Chapter Summary
161(1)
Looking Ahead
161(2)
Chapter
7. Training Session One: Familiarization With the Case
163(20)
The Goal of Training Session One
163(1)
The Training Setting
163(1)
Summary of the Training Activities
163(1)
Reminders
164(2)
Session One Training Activities (Estimated Time: 3 hours)
166(8)
Preparation of the SPs for Training Session Two
174(1)
The Coach's Preparation for Training Sessions Two and Four and the Practice Exam
175(2)
Notes to the SP Coach About Training Session One
177(1)
Ways to Deal With Behavioral or Performance Problems
177(2)
Techniques for Assisting the SPs in Improving Their Performances
179(4)
Chapter
8. Training Session Two: Learning to Use the Checklist
183(14)
Principles for Checklist Coaching
184(2)
The Goal of Training Session Two
186(1)
The Training Setting
186(1)
Summary of the Training Activities
186(2)
Reminders
188(1)
Session Two Training Activities (Estimated Time: 3 Hours)
189(4)
Preparation of the SPs for Training Session Three
193(1)
The Coach's Preparation for Training Session Three
194(1)
The Coach's Preparation for Training Session Four, the Practice Exam, and the CPX
195(2)
Chapter
9. Training Session Three: Putting It All Together (Performance, Checklist, Feedback)
197(30)
The Three Areas of Training Emphasis: Performance, Checklist, Feedback
198(4)
The Goal of Training Session Three
202(1)
The Training Setting
203(1)
Summary of the Training Activities
203(1)
Reminders
203(6)
Session Three Training Activities (Estimated Time: 3.5 Hours)
209(4)
Preparation of the SPs for Training Session Four
213(1)
The Coach's Preparation for Session Four and the Practice Exam
214(1)
Training the SPs to Give Effective Written Feedback
215(1)
The Rationale for Giving the Medical Students Feedback
215(1)
The Role of the SPs in Giving the Medical Students Feedback
216(3)
Practical Suggestions for Training SPs to Give Written Feedback
219(8)
Chapter
10. Training Session Four: First Dress Rehearsal (Clinician Verification of SPs' Authenticity)
227(16)
The Goal of Training Session Four
229(1)
The Training Setting
229(1)
Summary of the Training Activities
229(1)
Reminders
230(1)
Session Four Training Activities (Estimated Time: 3 hours)
231(7)
Preparation of the SPs for the Practice Exam
238(3)
The Coach's Preparation for the Practice Exam
241(2)
Chapter
11. Training Options: Variations on the Training Sessions
243(6)
Determining the SP Training Necessary
243(2)
Reorganizing the Middle Training Session Activities
245(4)
Chapter
12. The Practice Exam: Final Dress Rehearsal
249(20)
The Goal of the Practice Exam
249(1)
The Practice Exam Setting
250(1)
Summary of the Practice Exam Activities
250(1)
Reminders
250(2)
The Practice Exam Activities (Time Varies by Number of Cases)
252(4)
Preparation of the SPs for the Actual Exam
256(1)
The Coach's Preparation for the CPX and Examination Follow-up Activities
257(2)
Afterword
259(4)
References
263(4)
Additional Readings on Acting and Directing
267(2)
Appendix A: Maria Gomez Case Materials 269(58)
Appendix A1 Demographic Form
271(4)
Appendix A2 Presenting Situation and Instructions to the Student
275(2)
Appendix A3 Training Materials
277(14)
Appendix A4 Checklist
291(8)
Appendix A5 Guide to the Checklist
299(14)
Appendix A6 Guidelines for Giving Written Feedback
313(2)
Appendix A7 Pelvic/Rectal Results
315(1)
Appendix A8 Interstation Exercise
316(1)
Appendix A9 Interstation Exercise Key
317(2)
Appendix A10 Audition Case Summary
319(4)
Appendix A11 Audition Abridged Checklist
323(4)
Appendix B: Standardized Patient Administrative Forms 327(8)
Appendix B1 Sample Letter of Agreement
329(3)
Appendix B2 Standardized Patient Profile Form
332(1)
Appendix B3 Sample Recorded Image Consent-and-Release Form
333(2)
Index 335


Peggy Wallace, PhD, is Associate Adjunct Professor of Medicine and Director of Curricular Resources and Clinical Evaluation at the University of California, San Diego School of Medicine, where she is responsible for the teaching, assessment, and remediation of clinical skills using standardized patients in the undergraduate medical school curricula. For the past 10 years she has been Director of the Professional Development Center at the UCSD School of Medicine, where the clinical skills of residents and practicing physicians are also being assessed.