MedEdPORTAL (Dec 2011)

Sociocultural Women's Health Standardized Patient Case and Student Guide

  • Carrie Bernat,
  • Monica Lypson,
  • Deborah Berman,
  • Hilary Haftel,
  • Tricia Tang,
  • Maya Hammoud,
  • Casey White,
  • Julie Perry,
  • Kelly Poszywak

DOI
https://doi.org/10.15766/mep_2374-8265.8471
Journal volume & issue
Vol. 7

Abstract

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Abstract Introduction The Sociocultural Women's Health Standardized Patient (SP) exercise is designed primarily for third-year medical students, but can also be utilized by other health professions students learning the skills of incorporating a patient's personal, cultural, social, and health beliefs into their medical history taking and negotiation of care/treatment plans. Students participate in this one-on-one SP encounter during their Obstetrics and Gynecology clerkship. Methods The resources presented here are the materials provided to students to help them prepare for this exercise. We have also provided facilitators with the SP cases, training materials, and assessment tools associated with this exercise. Over time, the preparation materials provided to the students were adjusted to meet their educational needs or to address common logistical concerns/misunderstandings. These materials can be presented to the students in printed/paper form or they can be uploaded to a student resource portal as PDF documents. Results During the 2008–2009 academic year, 44% of students found the preparation materials presented as somewhat valuable or valuable and 85% of students indicated that the objectives and expectations of the exercise were clear. Ninety-two percent of students who completed our curriculum evaluation either agreed or strongly agreed that it was helpful to receive feedback about their clinical skills from the SP immediately following the interaction, 94% agreed or strongly agreed that the SP provided informative feedback and 95% agreed or strongly agreed that the SP was effective in portraying the patient. Discussion The art of the feedback conversation is one that has evolved significantly over time in our program. Feedback conversations are difficult and therefore require continual assurance that SPs are adequately prepared and providing the quality of feedback expected. This requires significant time on the part of the SP Educator to perform quality assurance and performance evaluations, but we have found that investment of time and effort to be well-spent.

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