ArticleMedical education online2018
Perceptions of a longitudinal standardized patient experience by standardized patients, medical students, and faculty.
Article in Medical education online, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
7 citing papers in PubMed.
- AI Patient Actor: An Open-Access Generative-AI App for Communication Training in Health Professions.Medical science educator · 2025Article
- A Systematic Review of Emotional, Cognitive, and Logistical Factors Influencing Simulated Patient Performance in Simulation-Based Education.Advances in medical education and practice · 2025Review
- Review
- Description of a training protocol to improve research reproducibility for dignity therapy: an interview-based intervention.Palliative & supportive care · 2022Article
- The utilization of simulated patients for teaching and learning in the pharmacy curriculum: exploring pharmacy students' and recent alumni's perceptions using mixed-methods approach.BMC medical education · 2021Article
- Exploring how differently patients and clinical tutors see the same consultation: building evidence for inclusion of real patient feedback in medical education.BMC medical education · 2021Article
- Multi-source evaluation of an educational program aimed at medical students for interviewing/taking the clinical history using standardized patients.GMS journal for medical education · 2021Observational
Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundLongitudinal standardized patient (LSP) experiences mimic clinical practice by allowing students to interact with standardized patients (SPs) over time. LSP cases facilitate practice, assessment, and feedback in clinical skills and foster an appreciation for the continuum of care.
objectiveWe sought to characterize the nature of relationship-building, feedback, and continuity among all stakeholders participating in a single LSP program.
designWe developed and implemented a novel LSP program. Students encountered two LSP characters six times each during the first 2 years of medical school, though continuity pairings of students, SPs, and faculty were frequently not possible. Focus groups were held with second-year medical students (N = 15), core faculty who coached these students in LSP encounters (N = 8), and SPs who had played the role of either LSP character (N = 10) participated. Results were analyzed thematically using a template analysis approach.
resultsThe longitudinal nature of the experience reinforced the importance of student growth over time, the key role of faculty and SPs in providing feedback, and the tension between feedback and assessment. Students reported that LSP cases encouraged practice and feedback. SPs felt wedded to the longitudinal characters. Continuity pairings were recommended by all stakeholders to increase authenticity and promote relationship-building.
conclusionStakeholders observed that the LSP cases brought some sense of continuity missing in other clinical skills encounters which helped prepare students for patient care. Continuity pairings of students, faculty, and SPs were recommended to enhance relationship-building and feedback.
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