Comparing trained student peers versus paid actors as standardized patients for simulated patient prescription counseling

Background: Simulation can be a useful tool for teaching and assessing clinical skills, but can also be costly and faculty-time intensive. It is defined as a technique to create an activity to portray a real experience for purpose of practicing or evaluating. Simulations can use standardized patient...

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Autores principales:	Megan N. Willson, Kimberly C. McKeirnan, Andrew Yabusaki, Christina R. Buchman
Formato:	article
Lenguaje:	EN
Publicado:	Elsevier 2021
Materias:	Standardized patients Simulation Prescription counseling Pharmacy and materia medica RS1-441
Acceso en línea:	https://doaj.org/article/5c2b4b0ce55d4efc9cffa55ae92896ad
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spelling	oai:doaj.org-article:5c2b4b0ce55d4efc9cffa55ae92896ad2021-11-28T04:39:59ZComparing trained student peers versus paid actors as standardized patients for simulated patient prescription counseling2667-276610.1016/j.rcsop.2021.100081https://doaj.org/article/5c2b4b0ce55d4efc9cffa55ae92896ad2021-12-01T00:00:00Zhttp://www.sciencedirect.com/science/article/pii/S2667276621000810https://doaj.org/toc/2667-2766Background: Simulation can be a useful tool for teaching and assessing clinical skills, but can also be costly and faculty-time intensive. It is defined as a technique to create an activity to portray a real experience for purpose of practicing or evaluating. Simulations can use standardized patients (SPs), which can be paid actors (PASPs), staff and faculty, manikins, volunteers, or students from higher level cohorts, also known as advanced class standardized patients (ACSPs). Objective: The objective of this study was to conduct a multifaceted analysis comparing ACSPs and PASPs, based on student performance in the assessment, student preference of SP type, and SP performance as an actor. Methods: ACSPs and PASPs were used in a summative prescription counseling role play. For the evaluation, students counseled a SP about a new prescription medication and answered questions about taking an over-the-counter product with the new medication. The interaction was recorded and evaluated by faculty using a previously developed rubric. SP performance was evaluated by faculty using a separate rubric to determine how well the patient role was performed. A pre- and post-evaluation survey was completed by student pharmacists to gather student preferences about SPs and confidence in their counseling skills. Data were evaluated using a paired t-test. Results: One hundred sixty-seven student pharmacists completed the summative prescription counseling evaluation. Student pharmacists performed well overall with minimal differences between SP types. Students preferred PASPs to role play the patient but felt that the actor type did not affect their performance. Conclusions: ACSPs performed the role of the SP well for a summative prescription counseling session without impacting student performance compared to PASPs and with reduced cost. However, students preferred PASPs, and PASPs were better at role playing the patient.Megan N. WillsonKimberly C. McKeirnanAndrew YabusakiChristina R. BuchmanElsevierarticleStandardized patientsSimulationPrescription counselingPharmacy and materia medicaRS1-441ENExploratory Research in Clinical and Social Pharmacy, Vol 4, Iss , Pp 100081- (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Standardized patients Simulation Prescription counseling Pharmacy and materia medica RS1-441
spellingShingle	Standardized patients Simulation Prescription counseling Pharmacy and materia medica RS1-441 Megan N. Willson Kimberly C. McKeirnan Andrew Yabusaki Christina R. Buchman Comparing trained student peers versus paid actors as standardized patients for simulated patient prescription counseling
description	Background: Simulation can be a useful tool for teaching and assessing clinical skills, but can also be costly and faculty-time intensive. It is defined as a technique to create an activity to portray a real experience for purpose of practicing or evaluating. Simulations can use standardized patients (SPs), which can be paid actors (PASPs), staff and faculty, manikins, volunteers, or students from higher level cohorts, also known as advanced class standardized patients (ACSPs). Objective: The objective of this study was to conduct a multifaceted analysis comparing ACSPs and PASPs, based on student performance in the assessment, student preference of SP type, and SP performance as an actor. Methods: ACSPs and PASPs were used in a summative prescription counseling role play. For the evaluation, students counseled a SP about a new prescription medication and answered questions about taking an over-the-counter product with the new medication. The interaction was recorded and evaluated by faculty using a previously developed rubric. SP performance was evaluated by faculty using a separate rubric to determine how well the patient role was performed. A pre- and post-evaluation survey was completed by student pharmacists to gather student preferences about SPs and confidence in their counseling skills. Data were evaluated using a paired t-test. Results: One hundred sixty-seven student pharmacists completed the summative prescription counseling evaluation. Student pharmacists performed well overall with minimal differences between SP types. Students preferred PASPs to role play the patient but felt that the actor type did not affect their performance. Conclusions: ACSPs performed the role of the SP well for a summative prescription counseling session without impacting student performance compared to PASPs and with reduced cost. However, students preferred PASPs, and PASPs were better at role playing the patient.
format	article
author	Megan N. Willson Kimberly C. McKeirnan Andrew Yabusaki Christina R. Buchman
author_facet	Megan N. Willson Kimberly C. McKeirnan Andrew Yabusaki Christina R. Buchman
author_sort	Megan N. Willson
title	Comparing trained student peers versus paid actors as standardized patients for simulated patient prescription counseling
title_short	Comparing trained student peers versus paid actors as standardized patients for simulated patient prescription counseling
title_full	Comparing trained student peers versus paid actors as standardized patients for simulated patient prescription counseling
title_fullStr	Comparing trained student peers versus paid actors as standardized patients for simulated patient prescription counseling
title_full_unstemmed	Comparing trained student peers versus paid actors as standardized patients for simulated patient prescription counseling
title_sort	comparing trained student peers versus paid actors as standardized patients for simulated patient prescription counseling
publisher	Elsevier
publishDate	2021
url	https://doaj.org/article/5c2b4b0ce55d4efc9cffa55ae92896ad
work_keys_str_mv	AT megannwillson comparingtrainedstudentpeersversuspaidactorsasstandardizedpatientsforsimulatedpatientprescriptioncounseling AT kimberlycmckeirnan comparingtrainedstudentpeersversuspaidactorsasstandardizedpatientsforsimulatedpatientprescriptioncounseling AT andrewyabusaki comparingtrainedstudentpeersversuspaidactorsasstandardizedpatientsforsimulatedpatientprescriptioncounseling AT christinarbuchman comparingtrainedstudentpeersversuspaidactorsasstandardizedpatientsforsimulatedpatientprescriptioncounseling
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Comparing trained student peers versus paid actors as standardized patients for simulated patient prescription counseling

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