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Medical Teacher Volume 42, 2020 - Issue 6
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TWELVE TIPS

Twelve tips for running an effective session with standardized patients

Jaideep S. TalwalkarDepartment of Medicine, Yale School of Medicine, New Haven, CT, USA; ;Department of Pediatrics, Yale School of Medicine, New Haven, CT, USA; Correspondence[email protected]
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,
Kali D. CyrusAmerican Psychiatric Association, Washington, DC, USAView further author information
&
Auguste H. FortinDepartment of Medicine, Yale School of Medicine, New Haven, CT, USA; View further author information
Pages 622-627 | Published online: 29 Apr 2019

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Read on this site (3)

Ipek Gonullu, Celal Deha Dogan, Sengul Erden & Derya Gokmen. (2023) A study on the standard setting, validity, and reliability of a standardized patient performance rating scale – student version. Annals of Medicine 55:1, pages 490-501.
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Sheela Raja, Emily P. Rabinowitz, MacKenzie A. Sayer & Marcio da Fonseca. (2023) Patient comfort discussing sensitive behavioral health topics. Journal of Communication in Healthcare 16:3, pages 239-244.
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Jaideep S. Talwalkar, Tanya D. Murtha, Stephanie Prozora, Auguste H. Fortin$suffix/text()$suffix/text(), Laura J. Morrison & Matthew S. Ellman. (2020) Assessing Advanced Communication Skills via Objective Structured Clinical Examination: A Comparison of Faculty Versus Self, Peer, and Standardized Patient Assessors. Teaching and Learning in Medicine 32:3, pages 294-307.
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Articles from other publishers (12)

Alex Choi, Tanya D. Murtha, Laura J. Morrison & Jaideep S. Talwalkar. (2024) A Comparison Between In-Person and Virtual Communication Skills OSCE for Medical Students. Journal of Medical Education and Curricular Development 11.
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Benjamin D. Gallagher, Michael L. Green & Jaideep S. Talwalkar. (2023) Applying a validated scoring rubric to pre-clerkship medical students’ standardized patient notes: a pilot study. BMC Medical Education 23:1.
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Paul M. Boylan, Grant H. Skrepnek & Stephen Neely. (2023) Medication therapy problems assessment within medication history objective structured clinical examinations using standardized patients versus peer actors. JACCP: JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 6:4, pages 354-362.
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Roseli Mieko Yamamoto Nomura, Fabiana Medeiros D. Reis, Amanda Menezes Gonçalves & Carolina Matos de Proença. (2023) Obstetric simulation for undergraduate medical education: how to improve students’ self-confidence and expectation according to gender. Revista da Associação Médica Brasileira 69:4.
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Sadie Trammell Velásquez, Diane Ferguson, Kelly C. Lemke, Leticia Bland, Rebecca Ajtai, Braulio Amezaga, James Cleveland, Lark A. Ford, Emme Lopez, Wesley Richardson, Daniel Saenz & Joseph A. Zorek. (2022) Interprofessional communication in medical simulation: findings from a scoping review and implications for academic medicine. BMC Medical Education 22:1.
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Johan Isaksson, Julia Krabbe & Mia Ramklint. (2022) Medical students’ experiences of working with simulated patients in challenging communication training. Advances in Simulation 7:1.
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Kelly Underman, Merlin Kochunilathil, Lauren McLean & Alexandra H. Vinson. (2022) Online student culture as site for negotiating assessment in medical education. Social Science & Medicine 310, pages 115270.
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Sandra Jaramillo-Rincón & Juan Manuel Potes. (2022) It Is Not Just the Script that Matters: Overlooked Elements in Standardized Patient Methodology. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 17:2, pages 140-140.
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Dimitrios Papanagnou, Matthew R. Klein, Xiao Chi Zhang, Kenzie A. Cameron, Amanda Doty, Danielle M. McCarthy, Kristin L. Rising & David H. Salzman. (2021) Developing standardized patient-based cases for communication training: lessons learned from training residents to communicate diagnostic uncertainty. Advances in Simulation 6:1.
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Lindsey E. Moseley, Lauren McConnell, Kimberly B. Garza & Channing R. Ford. (2021) Exploring the evolution of professional identity formation in health professions education. New Directions for Teaching and Learning 2021:168, pages 11-27.
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Marie Darrason, Pierre-Jean Souquet & Sébastien Couraud. (2021) Standardized vs peer-played patients for learning how to break bad news in lung cancer: A prospective crossover study. Respiratory Medicine and Research 80, pages 100856.
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Channing R. Ford, Kevin N. Astle, Kimberly B. Garza & Erika L. Kleppinger. (2021) Exploring standardized persons' expectations for practice-readiness among student pharmacists. Currents in Pharmacy Teaching and Learning 13:5, pages 492-499.
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