
Contents
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14.1 Introduction to training and assessment with standardized patients 14.1 Introduction to training and assessment with standardized patients
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14.2 Typical structure of SP-based simulations 14.2 Typical structure of SP-based simulations
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14.3 History 14.3 History
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14.4 Setting up a standardized patient programme 14.4 Setting up a standardized patient programme
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14.4.1 Physical facility 14.4.1 Physical facility
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14.4.1.1 Training/assessment area 14.4.1.1 Training/assessment area
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14.4.1.2 Other functional space 14.4.1.2 Other functional space
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14.4.2 Simulation connectivity systems 14.4.2 Simulation connectivity systems
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14.5 Developing the simulation content 14.5 Developing the simulation content
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14.5.1 Case development 14.5.1 Case development
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14.5.2 Constructing performance measures 14.5.2 Constructing performance measures
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14.6 SP recruiting and training 14.6 SP recruiting and training
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14.6.1 Recruitment 14.6.1 Recruitment
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14.6.2 Training 14.6.2 Training
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14.6.3 Debriefing candidate performance 14.6.3 Debriefing candidate performance
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14.6.4 Performance fidelity 14.6.4 Performance fidelity
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14.7 Using the evaluation data 14.7 Using the evaluation data
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14.8 Assessing the quality of the evaluation 14.8 Assessing the quality of the evaluation
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14.8.1 Validity 14.8.1 Validity
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14.8.2 Reliability 14.8.2 Reliability
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14.9 Applicability of SP-based methodology to mannequin-based simulation 14.9 Applicability of SP-based methodology to mannequin-based simulation
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14.9.1 New scoring models 14.9.1 New scoring models
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14.9.2 Validation work 14.9.2 Validation work
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14.9.3 Task specificity 14.9.3 Task specificity
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14.10 Conclusion 14.10 Conclusion
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References References
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14 Training and assessment with standardized patients
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Published:October 2015
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Abstract
The use of standardized patients (SPs) (i.e. people trained to model the medical conditions of and mannerisms of ‘real’ patients, for training and assessing medical and allied health professionals) is reviewed in this chapter. SPs can be employed for both formative assessment purposes and high-stakes certification and licensure examinations. Developing SP programmes can be complex and special attention should be paid to centre design, case development, and SP recruitment and training. We outline how properly constructed SP assessments can yield valid and reproducible scores. The lessons learned from developing and administering SP assessments can be used to improve other healthcare simulation modalities, including those employing part-task trainers and full-body mannequins.
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