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Teaching and Learning in Medicine
An International Journal
Volume 9, 1997 - Issue 1
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Applied research

Impact of inaccuracies in standardized patient portrayal and reporting on physician performance during blinded clinic visits

Robyn M. Tamblyn Associate Professor, Department of Epidemiology and Biostatistics, Clinical Epidemiology Division, Royal Victoria Hospital, Ross Pavilion 4th Floor, 687 Pine Avenue West, Montreal, Province of Quebec, Canada
,
Roland Grad Department of Family Medicine,
,
David Gayton Division of Geriatrics,
,
Lina Petrella Department of Physical and Occupational Therapy,
,
Tracey Reid Department of Epidemiology and Biostatistics,
&
McGill Drug Utilization Research Group McGill University Montreal, Québec, Canada
Pages 25-38 | Received 07 Sep 1994, Published online: 03 Nov 2009

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Mary Zanetti, Lisa Keller, Kathleen Mazor, Michele Carlin, Eric Alper, David Hatem, Wendy Gammon & Michele Pugnaire. (2010) Using Standardized Patients to Assess Professionalism: A Generalizability Study. Teaching and Learning in Medicine 22:4, pages 274-279.
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KathleenM. Mazor, Heather-Lyn Haley, Kate Sullivan & MarkE. Quirk. (2007) The Video-Based Test of Communication Skills: Description, Development, and Preliminary Findings. Teaching and Learning in Medicine 19:2, pages 162-167.
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Peggy Wallace, Nancy Heine, Karen Garman, Rebekah Bartos & Anita Richards. (1999) Effect of Varying Amounts of Feedback on Standardized Patient Checklist Accuracy in Clinical Practice Examinations. Teaching and Learning in Medicine 11:3, pages 148-152.
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Articles from other publishers (11)

T. Yoshida, T. Ogawa, N. Taguchi, J. Maeda, K. Abe, O. M. Rodis, Y. Nakai, H. Shirai, Y. Torii, T. Konoo & K. Suzuki. (2014) Effectiveness of a simulated patient training programme based on trainee response accuracy and appropriateness of feedback. European Journal of Dental Education 18:4, pages 241-251.
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Anne E. Hill, Bronwyn J. Davidson & Deborah G. Theodoros. (2013) The performance of standardized patients in portraying clinical scenarios in speech-language therapy. International Journal of Language & Communication Disorders 48:6, pages 613-624.
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Cornelia M. Borkhoff, Gillian A. Hawker, Hans J. Kreder, Richard H. Glazier, Nizar N. Mahomed & James G. Wright. (2009) Patients' gender affected physicians' clinical decisions when presented with standardized patients but not for matching paper patients. Journal of Clinical Epidemiology 62:5, pages 527-541.
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Jan-Joost Rethans, Simone Gorter, Lonneke Bokken & Linda Morrison. (2007) Unannounced standardised patients in real practice: a systematic literature review. Medical Education 41:6, pages 537-549.
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Kathleen M Mazor, Mary L Zanetti, Eric J Alper, David Hatem, Susan V Barrett, Vanessa Meterko, Wendy Gammon & Michele P Pugnaire. (2007) Assessing professionalism in the context of an objective structured clinical examination: an in-depth study of the rating process. Medical Education 41:4, pages 331-340.
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Bas H J Maiburg, Jan-Joost E Rethans, Ingrid M van Erk, Lisbeth M H Mathus-Vliegen & Jan W van Ree. (2004) Fielding incognito standardised patients as 'known' patients in a controlled trial in general practice. Medical Education 38:12, pages 1229-1235.
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Nancy Heine, Karen Garman, Peggy Wallace, Rebekah Bartos & Anita Richards. (2003) An analysis of standardised patient checklist errors and their effect on student scores. Medical Education 37:2, pages 99-104.
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Simone Gorter, Jan-Joost Rethans, Désirée Van Der Heijde, Albert Scherpbier, Harry Houben, Cees Van Der Vleuten & Sjef Van Der Linden. (2002) Reproducibility of clinical performance assessment in practice using incognito standardized patients. Medical Education 36:9, pages 827-832.
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Judith L. Bowen & David M. Irby. (2002) Assessing Quality and Costs of Education in the Ambulatory Setting. Academic Medicine 77:7, pages 621-680.
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Kathy BiernatMichelle Masluk. (1999) Getting to Carnegie Hall: Using Standardized Patients in Palliative Care Education. Journal of Palliative Medicine 2:2, pages 221-225.
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Patricia J. McArdle. (1997) Innovations in undergraduate medical education and in graduate medical training. Journal of Continuing Education in the Health Professions 17:4, pages 214-223.
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