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Summary

Standardized-patient (SP) encounters effectively train medical students in bioethics. Positive student perceptions of communication and feedback correlate with enhanced clinical competence in simulated scenarios.

Keywords:
bioethicseducation and training of medical students and doctors (specialist and phd))medical educationmedical simulationstandardized patient

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Area of Science:

  • Medical Education
  • Bioethics
  • Simulation-based Learning

Background:

  • Standardized-patient (SP) encounters are integral to medical residency training for communication and professionalism.
  • Their application in preclinical medical education, especially for bioethics, remains underexplored.

Purpose of the Study:

  • To evaluate the perceptions of second-year medical students and lecturers regarding SP encounters in bioethics education.
  • To identify associations between student perceptions of communication, feedback, and session organization and their perceived clinical competence.

Main Methods:

  • A pilot study involving six workshops with 154 second-year medical students, featuring two SP scenarios per session.
  • Data collected via a Likert-scale questionnaire assessing student and lecturer perceptions.
  • Statistical analysis included Kendall's correlation, Cubist regression, and nonparametric ANOVA.

Main Results:

  • Students reported high satisfaction with communication, feedback, and session organization.
  • Perceived clinical competence strongly correlated with communication (τ = 0.79), SP feedback (τ = 0.68), and session structure (τ = 0.64).
  • These factors were the most significant predictors in the regression model (R² = 0.77).

Conclusions:

  • SP workshops are perceived by students as valuable for applying ethical reasoning and communication skills in a simulated environment.
  • Findings suggest a positive impact of SP encounters on perceived clinical competence in bioethics training.
  • Further multicenter, controlled studies are recommended to validate these findings and assess objective performance metrics.