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Related Concept Videos

Professional Values01:29

Professional Values

Nurses are responsible for caring for patients during birth, death, illness, and healing. Professional values guide the decisions and actions that nurses make in their careers. If nurses know the decisions and actions to take, providing patients with exceptional care is possible.
The values that are the foundation of the nursing profession are altruism, autonomy, human dignity, and social justice.
First, altruism refers to the concern for the welfare and well-being of others without personal...
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Professional nurses are not limited to bedside care and are taking roles of greater responsibility. A nurse should have a knowledge-based practice, including personal, theoretical, procedural, cultural, and reflexive knowledge. Additionally, nurses must be competent in cognitive, technical, interpersonal, and ethical/legal skills. Some of the best attributes of successful nurses include the following:
Communication skills: These are critical characteristics, especially speaking and listening.
The Stanford Prison Experiment03:20

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Obedience01:08

Obedience

According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation, obedience...
Stereotype Content Model02:16

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The Stereotype Content Model (SCM) was first proposed by Susan Fiske and her colleagues (Fiske, Cuddy, Glick & Xu, 2002; see also Fiske, 2012 and Fiske, 2017). The SCM specifies that when someone encounters a new group, they will stereotype them based on two metrics: warmth—or that group’s perceived intent, and how likely they are to provide help or inflict harm—and competence—or their ability to carry out that objective. Depending on the warmth-competence categorization, a person will feel...
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Related Experiment Video

Updated: Jun 8, 2026

Development of a Virtual Reality Assessment of Everyday Living Skills
10:32

Development of a Virtual Reality Assessment of Everyday Living Skills

Published on: April 23, 2014

Using standardized patients to assess professionalism: a generalizability study.

Mary Zanetti1, Lisa Keller, Kathleen Mazor

  • 1Office of Educational Affairs, University of Massachusetts Medical School, Worcester, Massachusetts 01655-0002, USA. Mary.Zanetti@umassmed.edu

Teaching and Learning in Medicine
|October 12, 2010
PubMed
Summary

Standardized patients (SPs) provide less reliable professionalism scores in medical exams compared to physicians or lay raters. However, SPs consistently rank students, aiding in professionalism assessment.

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Last Updated: Jun 8, 2026

Development of a Virtual Reality Assessment of Everyday Living Skills
10:32

Development of a Virtual Reality Assessment of Everyday Living Skills

Published on: April 23, 2014

Area of Science:

  • Medical Education
  • Professionalism Assessment
  • Performance-Based Examinations

Background:

  • Assessing professionalism in undergraduate medical education presents significant challenges.
  • Performance-based examinations are an understudied method for evaluating medical student professionalism.

Purpose of the Study:

  • To investigate the reliability of standardized patients' (SPs) scores for assessing student professionalism.
  • To evaluate the effectiveness of performance-based examinations in capturing professionalism.

Main Methods:

  • Twenty students participated in 4 simulated cases with professional challenges.
  • Nine raters evaluated each student encounter on 21 professionalism items.
  • Correlational and multivariate generalizability (G) analyses were employed.

Main Results:

  • Generalizability (G) coefficients were 0.75 (physicians), 0.53 (SPs), and 0.68 (lay raters).
  • A composite G coefficient of 0.86 was achieved with all raters.
  • SPs demonstrated greater variability in rating severity but consistent rank ordering of students.

Conclusions:

  • Standardized patient ratings were less reliable and consistent than physician or lay rater assessments.
  • Despite lower reliability, SPs provided consistent rank ordering of students.
  • Performance-based exams using SPs offer a valuable, albeit imperfect, tool for professionalism assessment.