A review of standardized patients in clinical education: Implications for speech-language pathology programs

References

• Austin, Z., Gregory, P., Tabak, D. (2006). Simulated patients vs. standardized patients in objective structured clinical examinations. American Journal of Pharmaceutical Education, 70, 1–7.
   PubMed Web of Science ®Google Scholar
• Baldry Currens, J., Bithell, C. P. (2003). The 2:1 clinical placement model: Perceptions of clinical educators and students. Physiotherapy, 89, 204–217.
   Google Scholar
• Barrows, H. S. (1971). Simulated patients (programmed patients): The development and use of a new technique in medical education. Springfield, IL: Charles C. Thomas
   Google Scholar
• Barrows, H., Abrahamson, S. (1964). The programmed patient: A technique for appraising student performance in clinical neurology. Journal of Medical Education, 39, 802–805.
   PubMedGoogle Scholar
• Becker, K. L., Rose, L. E., Berg, J. B., Park, H., Shatzer, J. H. (2006). The teaching effectiveness of standardized patients. Journal of Nursing Education, 45, 103–111.
   PubMed Web of Science ®Google Scholar
• Bergus, G. R., Kreiter, C. D. (2007). The reliability of summative judgements based on objective structured clinical examination cases distributed across the clinical year. Medical Education, 41, 661–666.
   PubMed Web of Science ®Google Scholar
• Beyea, S. C., Kobokovich, L. J. (2004). Human patient simulation: a teaching strategy. AORN Journal, 80, 738–740.
   PubMedGoogle Scholar
• Black, B., Marcoux, B. (2002). Feasibility of using standardized patients in a physical therapist education program: A pilot study. Journal of Physical Therapy Education, 16, 49–56.
   Google Scholar
• Blake, K. D., Gusella, J., Greaven, S., Wakefield, S. (2006). The risks and benefits of being a young female adolescent standardized patient. Medical Education, 40, 26–35.
   PubMed Web of Science ®Google Scholar
• Blake, K., Gusella, J. (2007). Reply to Bokken et al. on the impact of simulation on people who act as simulated patients. Medical Education, 41, 619–620.
   PubMed Web of Science ®Google Scholar
• Blanchard, S., Stewart, C. L. (2000). Forward chaining: Using standardized patients for clinical education. OT Practice, 5, 27–28.
   Google Scholar
• Bokken, L., Linssen, T., Scherpbier, A., van der Vleuten, C., Rethans, J. (2009). Feedback by simulated patients in undergraduate medical education: A systematic review of the literature. Medical Education, 43, 202–210.
   PubMed Web of Science ®Google Scholar
• Bokken, L., Rethans, J., Scherpbier, A. J. J. A., van der Vleuten, C. P. M. (2008). Strengths and weaknesses of simulated and real patients in the teaching of skills to medical students: A review. Society for Simulation in Healthcare, 3, 161–169.
   PubMed Web of Science ®Google Scholar
• Bokken, L., Van Dalen, J., Rethans, J. (2006). The impact of simulation of people who act as simulated patients: A focus group study. Medical Education, 40, 781–786.
   PubMed Web of Science ®Google Scholar
• Bradley, P. (2006). The history of simulation in medical educationand possible future directions. Medical Education, 40, 254–262.
   PubMed Web of Science ®Google Scholar
• Brigden, D., Dangerfield, P. (2008). The role of simulation in medical education. The Clinical Teacher, 5, 167–170.
   Google Scholar
• Brown, R., Doonan, S., Shellenberger, S. (2005). Using children as simulated patients in communication training for residents and medical students: A pilot program. Academic Medicine, 80, 1114–1120.
   PubMed Web of Science ®Google Scholar
• Casares, G. S., Bradley, K. P., Jaffe, L. E., Lee, G. P. (2003). Impact of the changing health care environment on fieldwork education. Journal of Allied Health, 32, 246–251.
   PubMedGoogle Scholar
• Chur-Hansen, A., Burg, F. (2006). Working with standardized patients for teaching and learning. The Clinical Teacher, 3, 220–224.
   Google Scholar
• Claessen, J. (2004). A 2:1 clinical practicum, incorporating reciprocal peer coaching, clinical reasoning, and self- and peer-evaluation. Journal of Speech-Language Pathology and Audiology, 28, 156–165.
   Google Scholar
• Cohen, D., Colliver, J., Marcy, M., Fried, E., Swartz, M. (1996). Psychometric properties of a standardized-patientchecklist and rating-scale form used to assess interpersonal and communication skills. Academic Medicine, 71, S87–S89.
   PubMed Web of Science ®Google Scholar
• Copley, J. A., Allison, H. D., Hill, A. E., Moran, M. C., Tait, J. A., Day, T. (2007). Making interprofessional education real: A university clinic model. Australian Health Review, 31, 351–357.
   PubMed Web of Science ®Google Scholar
• Cruice, M. (2005). Common issues but alternative solutions and innovations. Advances in Speech-Language Pathology, 7, 162–166.
   Google Scholar
• Donovan, T., Hutchison, T., Kelly, A. (2003). Using standardized patients in a multiprofessional communication skills programme: Reflections from the programme facilitators. European Journal of Cancer Care, 12, 123–128.
   PubMed Web of Science ®Google Scholar
• Echternach, J. L. (2000). The use of standardized patients in teaching the neurologic examination to physical therapy students. Physical Therapy, 80, S42.
   Google Scholar
• Edwards, H., Franke, M., McGuiness, B. (1995). Using simulated patients to teach clinical reasoning. In J.Higgs, M.Jones (Eds.), Clinical reasoning in the health professions ( pp. 269–278). Oxford: Butterworth-Heinemann.
   Google Scholar
• Edwards, H., McGuiness, B., Rose, M. (2000). Using simulated patients to teach clinical reasoning. In J.Higgs, M.Jones (Eds.), Clinical reasoning in the health professions (2nd ed). ( pp. 262–269). Oxford: Butterworth-Heinemann.
   Google Scholar
• Edwards, H., Rose, M. (2008). Using simulated patients to teach clinical reasoning. In J. Higgs, M. A. Jones, S. Loftus, N. Christensen (Eds.), Clinical reasoning in the health professions (3rd ed.). ( pp. 423–431). Edinburgh: Elsevier, Churchill Livingstone.
   Google Scholar
• Fish, D. (2005). Clinical education, professional supervision and mentoring: A perspective for the UK. In M.Rose, D.Best (Eds.), Transforming practice through clinical education, professional supervision and mentoring ( pp. 16–19. Edinburgh:Elsevier Churchill Livingstone.
   Google Scholar
• Geddes, E., Crowe, J. (1998). Peer-rated objective structured clinical examination. Physiotherapy Canada, 4, 268–274.
   Google Scholar
• Guiton, G., Hodgson, C., Delandshere, G., Wilkerson, L. (2004). Communication skills in standardized-patient assessment of final-year medical students: A psychometric study. Advances in Health Sciences Education, 9, 179–187.
   PubMed Web of Science ®Google Scholar
• Haist, S. A., Wilson, J. F., Pursley, H. G., Jessup, M. L., Gibson, J. S., Kwolek, D. G., Stratton, T. D., Griffith, C. H.(2003). Domestic violence: Increasing knowledge and improving skills with a four-hour workshop using standardized patients. Academic Medicine, 78, S24–S26.
   PubMed Web of Science ®Google Scholar
• Hampl, J., Herbold, N., Schneider, M., Sheeley, A. (1999). Using standardized patients to train and evaluate dietetics students. Journal of American Dietetic Association, 99, 1094–1098.
   PubMedGoogle Scholar
• Hanson, M., Tiberius, R., Hodges, B., MacKay, S., McNaughton, N., Dickens, S., Regehr, G. (2002). Adolescent standardized patients: Methods of selection and assessment of benefits and risks. Teaching and Learning in Medicine, 14, 104–113.
   PubMed Web of Science ®Google Scholar
• Harden, R. M., Gleeson, F. A. (1979). Assessment of clinical competence using an objective structured clinical examination (OSCE). Medical Education, 13, 41–54.
   PubMed Web of Science ®Google Scholar
• Hardoff, D., Schonmann, S. (2001). Training physicians in communication skills with adolescents using teenage actors as simulated patients. Medical Education, 35, 206–210.
   PubMed Web of Science ®Google Scholar
• Hasle, J. L., Anderson, D. S., Szerlip, H. M. (1994). Analysisofthe costs and benefits of using standardized patients to help teach physical diagnosis. Academic Medicine, 69, 576–570.
   Web of Science ®Google Scholar
• Hays, R. (2007). Interprofessional education in the community: Where to begin. The Clinical Teacher, 4, 141–145.
   Google Scholar
• Henry, B. W. (2007). Use of the standardized patient model to develop nutrition counseling skills. Journal of Nutrition Education and Behavior, 39, 50–51.
   PubMed Web of Science ®Google Scholar
• Hodges, B., Regehr, G., Hanson, M., McNaughton, N. (1997). An objective structured clinical examination for evaluating psychiatric clinical clerks. Academic Medicine, 72, 715–721.
   PubMed Web of Science ®Google Scholar
• Hodges, B., Regehr, G., Hanson, M., McNaughton, N. (1998). Validation of an objective structured examination in psychiatry. Academic Medicine, 73, 910–912.
   PubMed Web of Science ®Google Scholar
• Johnson, J. A., Kopp, K. C. (1996). Effectiveness of standardized patient instruction. Journal of Dental Education, 60, 262–266.
   PubMedGoogle Scholar
• Keen, A., Klein, S., Alexander, D. (2003). Assessing the communication skills of doctors in training: Reliability andsources of error. Advances in Health Sciences Education, 8, 5–16.
   PubMed Web of Science ®Google Scholar
• Ker, J., Mole, L., Bradley, P. (2003). Early introduction to interprofessional learning: A simulated ward environment. Medical Education, 37, 248–255.
   PubMed Web of Science ®Google Scholar
• Kneebone, R. (2003). Simulation in surgical training: Educational issues and practical implications. Medical Education, 37, 267–277.
   PubMed Web of Science ®Google Scholar
• Kneebone, R., Nestel, D. (2005). Learning clinical skills: The place of simulation and feedback. The Clinical Teacher, 2, 86–90.
   Google Scholar
• Kneebone, R., Kidd, J., Nestel, D., Asvall, S., Paraskeva, P., Darzi, A. (2002). An innovative model for teaching andlearning clinical procedures. Medical Education, 36, 628–634.
   PubMed Web of Science ®Google Scholar
• Konkle-Parker, D. J., Cramer, C. K., Hamill, C. (2002). Standardized patient training: A modality for teaching interviewing skills. The Journal of Continuing Education in Nursing, 33, 225–230.
   PubMedGoogle Scholar
• Kurtz, S., Silverman, J., Draper, J. (Eds.) (2005). Teaching and learning communication skills in medicine (2nd ed). Oxford:Radcliffe Publishing.
   Google Scholar
• Ladyshewsky, R. (1993). Clinical teaching and the 2:1 student-to-clinical instructor ratio. Journal of Physical Therapy Education, 7, 31–35.
   Google Scholar
• Ladyshewsky, R. (1999). Simulated patients and assessment. Medical Teacher, 21, 266–269.
   Web of Science ®Google Scholar
• Ladyshewsky, R. (2004). The impact of peer coaching on the clinical reasoning of the novice practitioner. Physiotherapy Canada, 56, 15–25.
   Google Scholar
• Ladyshewsky, R., Gotjamanos, E. (1997). Communication skills development in health professional education: The use of standardized patients in combination with a peer assessment strategy. Journal of Allied Health, 26, 177–186.
   PubMedGoogle Scholar
• Ladyshewsky, R., Baker, R., Jones, M., Nelson, L. (2000a). Evaluating clinical performance in physical therapy with simulated patients. Journal of Physical Therapy Education, 14, 31–37.
   Google Scholar
• Ladyshewsky, R., Baker, R., Jones, M., Nelson, L. (2000b). Reliability and validity of an extended simulated patient case: A tool for evaluation and research in physiotherapy. Physiotherapy Theory and Practice, 16, 15–25.
   Google Scholar
• Lane, C., Rollnick, S. (2007). The use of simulated patients and role-play in communication skills training: A review of the literature to August 2005. Patient Education and Counseling, 67, 13–20.
   PubMed Web of Science ®Google Scholar
• Lane, J. L., Ziv, A., Boulet, J. R. (1999). A pediatric clinical skills assessment using children as standardized patients. Archives of Pediatrics and Adolescent Medicine, 153, 637–645.
   PubMedGoogle Scholar
• Lincoln, M., McAllister, L. (1993). Peer learning in clinical education. Medical Teacher, 15, 17–25.
   PubMed Web of Science ®Google Scholar
• Lincoln, M., McCabe, P. (2005). Values, necessity and the mother of invention in clinical education. Advances in Speech-Language Pathology, 7, 153–157.
   Google Scholar
• Lindstrom-Hazel, D., West-Frasier, J. (2004). Preparing students to hit the ground running with problem-based learning standardized simulations. American Journal of Occupational Therapy, 58, 236–239.
   PubMed Web of Science ®Google Scholar
• Liu, L., Schneider, P., Miyazaki, M. (1997). The effectiveness of using simulated patients versus videotapes of simulated patients to teach clinical skills to occupational and physical therapy students. The Occupational Therapy Journal of Research, 17, 159–172.
   Google Scholar
• Lo Sasso, A. A., Lane, J. L., Malloy, R. B. (2005). Using standardized patient outcome to measure the effect of teaching asthma-related patient education and information-giving skills to medical students. Teaching and Learning in Medicine, 17, 228–232.
   PubMed Web of Science ®Google Scholar
• McAllister, L. (1997). An adult learning framework for clinical education. In L.McAllister, M.Lincoln, S.McLeod, D.Maloney (Eds.), Facilitating learning in clinical settings ( pp. 1–26. Cheltenham:Stanley Thornes.
   Google Scholar
• McAllister, L. (2005). Issues and innovations in clinical education. Advances in Speech-Language Pathology, 7, 138–148.
   Google Scholar
• McAllister, L., Lincoln, M. (2004). Clinical education in speech-language pathology. London:Whurr.
   Google Scholar
• McGraw, R., O'Connor, H. (1999). Standardized patients in the early acquisition of clinical skills. Medical Education, 33, 572–578.
   PubMed Web of Science ®Google Scholar
• McNaughton, N., Tiberius, R., Hodges, B. (1999). Effects of portraying psychologically and emotionally complex standardized patient roles. Teaching and Learning in Medicine, 11, 135–141.
   Web of Science ®Google Scholar
• Mok, C. K. F., Whitehill, T. L., Dodd, B. J. (2008). Problem-based learning, critical thinking and concept mappingin speech-language pathology education: A review. International Journal of Speech-Language Pathology, 10, 438–448.
   PubMed Web of Science ®Google Scholar
• Mounsey, A. L., Bovbjerg, V., WhiteL., Gazewood, J. (2006). Do students develop better motivational interviewing skills through role play with standardized patients or student colleagues? Medical Education, 40, 775–780.
   PubMed Web of Science ®Google Scholar
• Norcini, J., Boulet, J. (2003). Methodological issues in the use of standardized patients for assessment. Teaching and Learning in Medicine, 15, 293–297.
   PubMed Web of Science ®Google Scholar
• Panzarella, K. J., Manyon, A. T. (2007). A model for integrated assessment of clinical competence. Journal of Allied Health, 36, 157–164.
   PubMedGoogle Scholar
• Pololi, L. (1995). Standardized patients: As we evaluate, so shall we reap (teaching medical students). The Lancet, 345, 966–969.
   PubMed Web of Science ®Google Scholar
• Robertson,K. (1999). “It really felt real”: The introduction ofsimulated patients to the communication skills course for thirdyearmedical students at the University of Melbourne. Unpublished thesis for Master of Education, University of Melbourne.
   Google Scholar
• Rodger, S., Webb, G., Gilbert, J., Wrightson, P., McKeeken, J., Devitt, L. (2008). Clinical education and practice placements in the allied health professions: An international perspective. Journal of Allied Health, 37, 53–62.
   PubMedGoogle Scholar
• Rose, M. (2005). The cycle of crisis in clinical education: Why national-level strategies must be prioritized. Advances in Speech-Language Pathology, 7, 158–161.
   Google Scholar
• Rose, M., Best, D. (2005). Introduction to terminology and definitions. In M.Rose, D.Best (Eds.), Transforming practice through clinical education, professional supervision and mentoring ( pp. 2–16. Edinburgh:Elsevier Churchill Livingstone.
   Google Scholar
• Sanson-Fisher, R. W., Poole, A. D. (1980). Simulated patients and the assessment of medical students' interpersonal skills. Medical Education, 14, 249–253.
   PubMed Web of Science ®Google Scholar
• Spencer, J., Dales, J. (2006). Meeting the needs of simulated patients and caring for the person behind them? Medical Education, 40, 3–5.
   PubMed Web of Science ®Google Scholar
• Stansfield, J. (2005). Issues and innovation in clinical education: Regulation, collaboration and communication. Advances in Speech-Language Pathology, 7, 173–176.
   Google Scholar
• Stillman, P. L., Regan, M. B., Philbin, M., Haley, H.-L. (1990). Results of a survey on the use of standardized patients to teachand evaluate clinical skills. Academic Medicine, 65, 288–292.
   PubMed Web of Science ®Google Scholar
• Stillman, P. L., Sabers, D. L., Redfield, B. M. (1976). The use of paraprofessionals to teach interviewing skills. Pediatrics, 57, 769–774.
   PubMed Web of Science ®Google Scholar
• Stillman, P. L., Sabers, D. L., Redfield, B. M. (1977). Use oftrained mothers to teach interviewing skills to first-yearmedical students: A follow-up study. Pediatrics, 60, 165–169.
   PubMed Web of Science ®Google Scholar
• Stilwell, N. A., Reisine, S. (1992). Using patient-instructors to teach and evaluate interviewing skills. Journal of Dental Education, 56, 118–122.
   PubMedGoogle Scholar
• Syder, D. (1996). The use of simulated clients to develop theclinical skills of speech and language therapy students. European Journal of Disorders of Communication, 31, 181–192.
   PubMedGoogle Scholar
• Tamblyn, R. M., Klass, D. J., Schnabl, G. K., Kopelow, M. L. (1991a). Sources of unreliability and bias in standardized-patient rating. Teaching and Learning in Medicine, 3, 74–85.
   Google Scholar
• Tamblyn, R. M., Klass, D. J., Schnabl, G. K., Kopelow, M. L. (1991b). The accuracy of standardized patient presentation. Medical Education, 25, 100–109.
   PubMed Web of Science ®Google Scholar
• Thacker, A., Crabb, N., Perez, W., Raji, O., Hollins, S. (2007). How (and why) to employ simulated patients with intellectual disabilities. The Clinical Teacher, 4, 15–20.
   Google Scholar
• Traina, A., Gour, N., Traina, T. (1994). The use of standardized patients in chiropractic education. Journal of Manipulative and Physiological Therapeutics, 17, 489–494.
   PubMed Web of Science ®Google Scholar
• Tsai, T-C. (2004). Using children as standardized patients for assessing clinical competence in paediatrics. Archives of Disease in Childhood, 89, 1117–1120.
   PubMed Web of Science ®Google Scholar
• Van Zanten, M., Boulet, J., Norcini, J., McKinley, D. (2005). Using a standardized patient assessment to measure professional attributes. Medical Education, 39, 20–29.
   PubMed Web of Science ®Google Scholar
• Vessey, J., Huss, K. (2002). Using standardized patients in advanced practice nursing education. Journal of Professional Nursing, 18, 29–35.
   PubMed Web of Science ®Google Scholar
• Vu, N.V., Barrows, H. (1994). Use of standardized patients in clinical assessments: Recent developments and measurement findings. Educational Researcher, 23, 23–30.
   Google Scholar
• Wallace, J., Rao, R., Haslam, R. (2002). Simulated patients and objective structured clinical examinations: Review of their use in medical education. Advances in Psychiatric Treatment, 8, 342–348.
   Google Scholar
• Wojcik, R. K. (2000). Structure and outcomes of simulated patient learning experiences integrated into entry-level physical therapist education in one academic program. Physical Therapy, 80, S42.
   Google Scholar
• Woodward, C. A., Gliva-McConvey, G. (1995). The effect of simulating on standardized patients. Academic Medicine, 70, 418–420.
   PubMed Web of Science ®Google Scholar
• Yoo, M. S., Yoo, I. Y. (2003). The effectiveness of standardized patients as a teaching method for nursing fundamentals. Journal of Nursing Education, 42, 444–448.
   PubMed Web of Science ®Google Scholar
• Zraick, R. (2004). Playacting with a purpose: Using standardized patients to assess clinical skills. The ASHA Leader, 9(10), 22.
   Google Scholar
• Zraick, R., Allen, R., Johnson, S. (2003). The use of standardized patients to teach and test interpersonal and communication skills with students in speech-language pathology. Advances in Health Sciences Education, 8, 237–248.
   PubMed Web of Science ®Google Scholar