Teaching Students to Elicit Contextual Information Through a Standardized Patient Encounter
2012; Association of American Medical Colleges; Linguagem: Inglês
10.15766/mep_2374-8265.9126
ISSN2374-8265
AutoresStephen Scott, Cayla R. Teal, Britta M. Thompson, Christina St. Michel, Shewanna Wackman, William Huang, Paul Haidet,
Tópico(s)Patient-Provider Communication in Healthcare
ResumoOPEN ACCESSMarch 28, 2012Teaching Students to Elicit Contextual Information Through a Standardized Patient Encounter Stephen Scott, MD, MPH, Cayla Teal, Britta Thompson, Christina St. Michel, Shewanna Wackman, William Huang, Paul Haidet, MD, MPH Stephen Scott, MD, MPH Weill Cornell Medical College Google Scholar More articles by this author , Cayla Teal Baylor College of Medicine Google Scholar More articles by this author , Britta Thompson University of Oklahoma Google Scholar More articles by this author , Christina St. Michel Baylor College of Medicine Google Scholar More articles by this author , Shewanna Wackman Baylor College of Medicine Google Scholar More articles by this author , William Huang Baylor College of Medicine Google Scholar More articles by this author , Paul Haidet, MD, MPH Penn State Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9126 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThis standardized patient case and its accompanying sequence of activities are intended to build skill among first-year medical students in recognizing patient clues and eliciting contextual information. Additional activities include a large-group introduction prior to the standardized patient encounter, a stimulated review of the standardized patient encounter, and a small-group reflection and discussion. The standardized patient case embeds three contextual themes (beliefs about treatment, stressful environment, and fear of what symptoms mean) that are each assigned a specific behavioral cue or clue. Standardized patients are trained to drop these clues and then to give further information only if the student interviewer follows up on the clue. Each theme is constructed to yield potentially meaningful differences in physician decision-making if the clue is or is not followed up on. Students and standardized patients then review the video independently and mark moments in the video that they feel represented clues and whether or not the clue was followed up on. Once the moments have been marked, the students view the video a second time to compare their own markings with those of the standardized patient. Lastly, the students meet in small groups with a faculty facilitator to share one exemplar moment and discuss with the group. Students indicated that the stimulated recall video review of their standardized patient encounter was the most effective activity for triggering reflection, followed by the small-group discussion and the review of the merged standardized patient bookmarks. Students felt that the activities were effective overall in promoting reflection on the relevance of context in the medical encounter. Educational Objectives By the end of this sequence of activities, students should be able to: Identify commonly occurring patient clues (both verbal and nonverbal) that can signify important contextual information.Critique a student physician's communicative process with respect to eliciting contextual information.Articulate an understanding of the role of contextual issues in clinical care. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Context and Healing Instructor's Guide.docx Context and Healing Bookmarking Guide for SPs.docx Context and Healing Guide for Small Group Facilitators.docx Context and Healing Janet Li Standardized Patient Case.docx Context and Healing Student Tasks and Timeline.docx Janet Li - Contextual Themes Student Handout at End of Small Group.docx To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationScott S, Teal C, Thompson B, St. Michel C, Wackman S, Huang W, Haidet P. Teaching Students to Elicit Contextual Information Through a Standardized Patient Encounter. MedEdPORTAL. 2012;8:9126. https://doi.org/10.15766/mep_2374-8265.9126 Copyright & Permissions© 2012 Scott et al. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsVideo ReviewInterviewingContextual CuesContextVerbal CuesNonverbal Cues Disclosures None to report. Funding/Support This research was funded by the National Heart, Lung, and Blood Institute (K07-HL0856622) and Health Resources and Services Administration (HRSA Predoctoral Training in Primary Care, D56HP10306). Prior Presentations Teal CR, Manning S, Thompson B, Huang WY, Scott SM, Haidet P. Getting Students' Attention about the Context of Patients' Illness: Can Students Find the Clues? Presented at: 49th Annual Conference on Research in Medical Education (RIME), at the 121st Annual Meeting of the Association of American Medical Colleges (AAMC); November 5–10, 2010; Washington, DC. Haidet P, Thompson B, Manning S, Shada R, Huang WY, Scott SM, Teal CR. Following the Clues: A Curriculum to Help Students Understand Patient-Centered Information. Presented at: 49th Annual Conference on Research in Medical Education (RIME), at the 121st Annual Meeting of the Association of American Medical Colleges (AAMC); November 5–10, 2010; Washington, DC. Haidet P, Thompson B, Teal CR, Scott SM, Huang W. Following the Clues: A Curriculum to Help Students Understand Patient-Centered Information. Presented at: Society of General Internal Medicine 33rd Annual Meeting; April 28-May 1, 2010; Minneapolis, Minnesota. tabs.loading
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