Presentation Description
Arunaz Kumar1
Julia Harrison1 and Michelle Leech1
1 Monash University
Julia Harrison1 and Michelle Leech1
1 Monash University
Background
Patient perspectives are rarely incorporated in student learning especially in a formal assessment. Patients are well placed to comment on the clarity of a student’s communication and how comfortable they feel with the student’s bedside manner(1).
Patient perspectives are rarely incorporated in student learning especially in a formal assessment. Patients are well placed to comment on the clarity of a student’s communication and how comfortable they feel with the student’s bedside manner(1).
Summary of work
We sought a mechanism to enable patient perspective feedback for 500 final year medical students. We introduced a slower-paced competency-based Assessment of Physical Examination (APEx) skills using trained Simulated Patients (SPs) as a more accurate and educationally powerful assessment compared to an OSCE station. SPs were examined by students and contributed to feedback discussion with assessor (senior doctor) and student at the end of each assessment.
We sought a mechanism to enable patient perspective feedback for 500 final year medical students. We introduced a slower-paced competency-based Assessment of Physical Examination (APEx) skills using trained Simulated Patients (SPs) as a more accurate and educationally powerful assessment compared to an OSCE station. SPs were examined by students and contributed to feedback discussion with assessor (senior doctor) and student at the end of each assessment.
The qualitative study follows a social constructionist viewpoint where knowledge is co-created with SPs, who were recruited and interviewed to capture thick descriptions of patient perspectives. The interviews were recorded verbatim, and transcripts thematically analysed (2).
Results
The five key themes were - Collaborating with examiner (felt they could add value with feedback but with hesitancy about what aspects to comment on), collaborating with students (providing feedback to students such as response to patient concerns/ pain or appreciating kindness and empathy) authenticity of doctor-patient interaction, APEx assessment characteristics and SPs’ motivation to assist in student transition to becoming thorough, responsive, empathetic and caring doctors.
The five key themes were - Collaborating with examiner (felt they could add value with feedback but with hesitancy about what aspects to comment on), collaborating with students (providing feedback to students such as response to patient concerns/ pain or appreciating kindness and empathy) authenticity of doctor-patient interaction, APEx assessment characteristics and SPs’ motivation to assist in student transition to becoming thorough, responsive, empathetic and caring doctors.
Discussion
We present a feasible way to incorporate patient perspective feedback into assessment. SPs appreciated the role and were comfortable to contribute alongside an experienced clinical examiner, that has led to creating exam preparation materials for students.
We present a feasible way to incorporate patient perspective feedback into assessment. SPs appreciated the role and were comfortable to contribute alongside an experienced clinical examiner, that has led to creating exam preparation materials for students.
Conclusions
SPs have a role in giving feedback to students in a summative exam setting and can assist examiners in assessing students.
Take-home message
SPs can be trained for providing feedback to medical students especially for communication skills and empowered to assist examiners in assessment.
References (maximum three)
1. WykurzG, KellyD. Developing the role of patients as teachers: literature reviewBMJ 2002; 325 :818 doi:10.1136/bmj.325.7368.818
2. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa