| Autor: |
J. W., Cuchna, S. E., Walker, B. L., Van Lunen |
| Předmět: |
|
| Zdroj: |
Athletic Training Education Journal (Allen Press Publishing Services Inc.); Jan-Mar2018, Vol. 13 Issue 1, p80-80, 1/2p |
| Abstrakt: |
Context: Standardized patients (SPs) are being utilized by athletic training (AT) faculty to expose students to a variety of clinical situations. It is unclear how standardized patient cases are created and subsequent training of standardized patients occurs. This knowledge could assist in the efficiency of standardized patient use within athletic training programming. Objective: To present the standardized patient training strategies and case creation methods utilized by AT faculty. Background: Ideally standardized patient cases are created from real patient cases collaboratively with program staff and the healthcare provider (e.g., physician, nurse, physical therapist). The standardized patients are trained in the cases by program staff for anywhere from two to 10 hours depending on the depth and complexity of the case. Description: Case development typically involves patient encounters that faculty or preceptors have themselves encountered or conditions found in literature of published case studies. The process of case creation requires faculty to pre-identify characteristics the SP will portray as well as mannerisms and the emotional state of the patient to be portrayed. Depending on the objective of an SP encounter, faculty may choose to incorporate SP use into the classroom prior to an evaluative SP encounter. Faculty may choose to implement multiple cases within the classroom environment ensuring students have exposure and practice with a variety of case scenarios. When utilizing SPs in the classroom, the use of the "time-out" method may be implemented to help students work through a case. Time-outs can be called by the student or faculty when questions arise, a student is unsure as to how to proceed or if the encounter has strayed from the intended objective. The formative feedback provided during encounters to students are valuable experiences but the process may take time to refine depending on how the faculty utilize the SPs. Longer training sessions occur when faculty are instructing the SP on specific feedback techniques to utilize. When determining which cases to have SPs portray, faculty often examine what is most commonly seen in AT clinical settings to ensure students are able to confidently evaluate conditions most often seen. Additionally, students are exposed to less common conditions that require efficient and accurate clinical decision making in order to effectively manage a situation. For evaluative encounters, faculty may choose to standardize one case for all students to receive. Standardization enables faculty to objectively and uniformly evaluate all students on a given objective. Clinical Advantage(s): Providing training to faculty on how to properly integrate SPs into an existing AT program can help ensure AT students are being exposed to real world encounters in a realistic manner. Additional training on case creation for faculty can help to facilitate the realistic nature of case portrayals and offer guidance to the SP when they are being trained on specific cases. Conclusion(s): Implementation strategies and case creation methods in AT education align with other healthcare professional programs. Faculty can tailor cases to meet the needs of their classroom and clinical learning objectives. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
|
