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A Curriculum Innovation on Writing Simulated Patient Cases for Communication Skills Education.

April R Christensen1, Carla L Spagnoletti2, Rene N Claxton3

  • 1Assistant Professor, Department of Medicine, and Associate Program Director for the Hospice and Palliative Medicine Fellowship, Mayo Clinic.

Mededportal : the Journal of Teaching and Learning Resources
|January 27, 2021
PubMed
Summary

A new curriculum improved simulated patient (SP) case writing for medical educators, resulting in cases that met more criteria. This training enhanced educator confidence and satisfaction in communication skills development.

Keywords:
Case WritingCommunication SkillsCommunication TrainingCurriculum DevelopmentFlipped ClassroomSimulated PatientsSimulation

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Area of Science:

  • Medical Education
  • Communication Skills Training
  • Simulated Patient Methodology

Background:

  • Facilitated communication practice using simulated patients (SPs) is a key component of effective communication training.
  • A lack of standardized guidance for developing SP cases hinders the quality of this training method.

Purpose of the Study:

  • To develop and evaluate a curriculum designed to improve the quality of simulated patient (SP) case writing.
  • To assess the impact of the curriculum on case criteria fulfillment, SP portrayal, and educator confidence and satisfaction.

Main Methods:

  • A curriculum comprising a case-development workbook and a case-writing session was created with input from communication educators.
  • The curriculum was implemented in a Teaching Communication Skills course for medical educators.
  • Outcomes measured included the number of case criteria fulfilled, SP evaluations of case portrayal, and educator-reported confidence and satisfaction.

Main Results:

  • Cases developed using the new curriculum incorporated significantly more case criteria (96%) compared to those from the previous curriculum (70%, p < .01).
  • Educators reported significant increases in confidence (p < .01) and high satisfaction with the curriculum.
  • A moderate correlation was observed between the number of case criteria included and SP ease-of-portrayal ratings (rs = .61, p = .03).

Conclusions:

  • A structured curriculum, including a workbook and dedicated writing sessions, effectively enhances the quality of simulated patient (SP) case development.
  • This approach improves adherence to case criteria and boosts educator confidence and satisfaction in communication skills training.