FACILITATING SMALL GROUPS USING STANDARDIZED PATIENTS

Heidi A. Lane, EdD. Senior Director Clinical Skills Assessment & Education

Virginia Tech Carilion School of MedicinePrivat Docent Kazan State Medical University

May 14, 2015

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AGENDA/TOPICS FOR TODAY» Background and Purpose » Common Vocabulary» Case Development» Learning Goals and Objectives» The Learning Event

» Format for the Small Group» Facilitating the Simulation» Feedback

» Debriefing the Simulation

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BACKGROUND AND PURPOSE» Performance Based Instruction

» Problem solving» Communication» Team work

» Method uses real case scenarios» Method uses trained standardized patients

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COMMON VOCABULARY

» Small group» Problem Based Learning» Standardized Patient (SP)» Student Interviewers» Student Observer» Facilitator

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CASE DEVELOPMENT

» Cases have four basic parts» Character protocols» Presenting situation» Initial information page» Checklist for providing feedback

» Resources for finding cases- Web-Search, ASPE, MedEdPortal, Publications

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LEARNING GOALS AND OBJECTIVES» Learning Goals

» Example with a SPs:» “To improve investigative interviewing skills”» “To practice interviewing a difficult patient”

» Objectives » Example:» “to give students the opportunity to practice using age

appropriate language”» “to introduce issues of cultural diversity and cultural

competency”» “to practice applying interviewing steps”

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THE LEARNING EVENT

» Format for the Small Group » Three Basic Formats» Format 1- One interviewer at a time with subsequent

interviewers starting where the first one left off» Format 2-One interviewer for the whole case, usually

reserved for assessment» Format 3- One interviewer from beginning to end, other

students observe, discuss and give feedback

» Facilitating the Simulation» Facilitator has an active role» Facilitator does not interrupt the interview» Students are given basic scenario information» Interviewers are identified» Time-in/Time-out

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THE LEARNING EVENT

» Feedback» Student observers» Facilitator» Standardized Patient

» Debriefing the simulation» Emotionally Charged Scenarios» Reflection» Feedback to Course Director

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SMALL GROUP SET-UP

» Small group of 5-6 learners»Room set up with 2 chairs in front of

group of learner»One learner interviews. Students in

group take notes and wait for time out.

» Interviewer calls time-out as needed. Colleagues offer suggestions

»SP provides feedback at end

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REFERENCES» Bosek, M., Li, S., Hicks, F., (2007). Working with Standardized

Patients: A Primer. International Journal of Nursing Education Scholarship; Vol. 4, Issue 1, Article 16.

» Buckner, K., Lane, H., Clay, M., McFadden, C., Rouse, W., Ringler, M.( 2007). Evaluating Principal Preparation Candidate Competence Using Medical School Methodology. NCPEA Proceedings Chicago, Il

» Hodgson, J. L., Lamson, A. L. and Feldhousen, E. B. (2007). Use of Simulated Clients in Marriage and Family Therapy Education. Journal of Marital and Family Therapy, 33: 35–50. doi: 10.1111/j.1752-0606.2007.00003.

» Kenyon, G., (2002). The Simulation Handbook: Developing a Live Simulation Program for Social Work Education in Child Welfare. North Carolina Child Welfare Education Collaborative.

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REFERENCES» Larson, D. G., Tobin, D. R., (2000). End-of-Life Conversations

Evolving Practice and Theory. The Journal of the American Medical Association, Vol. 284, No. 12.

» Velde, B. P., Lane, H., Clay, M. (2009). Hands on Learning: The Use of Simulated Clients in Intervention Cases. J Allied Health, Spring ; 38 (1): E17-21.

» Lane, H., Ipock, B. (2014). Standardized Patient in Small Groups: facilitating the small group. Revista. Hospital Universitario Pedro Ernesto, Vol. 13, No.4.PP. 62-66

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FINALLY……..

Questions?