Application of standardized patients in the teaching of internal medical practice for international students_West China Medical Journal

Authors：

TAN Huiwen ¹ , LI Chunyu ² , WU Xiaokang ^3,4 , ZENG Rui ⁵ , YUE Rongzheng ⁶ ,  ZUO Chuan ⁷

1. Department of Endocrinology and Metabolism, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
2. Department of Neurology, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
3. Shiley Eye Institute, University of California San Diego, La Jolla, CA 92093, USA.;
4. Department of Ophthalmology, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
5. Department of Cardiology, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
6. Department of Nephrology, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;
7. Department of Rheumatology and Immunology, West China Hospital, Sichuan University, Chengdu, Sichuan 610041, P. R. China;

Corresponding author：

ZUO Chuan, Email: zcsiren@163.com

Keywords：

Standardized patient; International student; Internal medicine; Clinical practice; History taking

DOI：

10.7507/1002-0179.201806133

Video：

Export PDF Favorites Scan Get Citation

Abstract Full text Figures/Tables Video References Cited by

Objective To explore the application value of standardized patient (SP)-based teaching method in the teaching of medical history taking for international students. Methods During the autumn semester of 2017, 96 international medical students were randomly divided into two groups, with 48 students in the SP-based teaching group and 48 students in the conventional teaching group. The test scores of medical history taking in English in internal medical practice of the two groups were compared. The teaching feedback from the international students was collected and evaluated by online questionnaire survey. Results The scores of medical history taking examination in internal medical practice of the students using SP-based teaching method were higher than those of the students using conventional teaching method (86.5±9.7 vs.78.2±10.6), and the difference was statistically significant (t=3.983, P<0.001). According to the questionnaire analysis, in terms of whether the current teaching method could enhance learning interest, improve communication ability, promote clinical skills, train clinical thinking, and highlight humanistic care, students with positive views in the SP-based teaching group accounted for 92.86%, 97.62%, 85.71%, 90.48%, and 95.24%, respectively, while students with positive views in the conventional teaching group accounted for 90.00%, 87.50%, 82.50%, 77.50%, and 97.50%, respectively, and the differences were not statistically significant (P>0.05). Conclusions Well-trained SP has a good application value in clinical practice of internal medicine and diagnostics teaching for international students. SP-based teaching method has been accepted and supported by the majority of international medical students who have experienced it.

Citation： TAN Huiwen, LI Chunyu, WU Xiaokang, ZENG Rui, YUE Rongzheng, ZUO Chuan. Application of standardized patients in the teaching of internal medical practice for international students. West China Medical Journal, 2019, 34(1): 100-104. doi: 10.7507/1002-0179.201806133 Copy

1.	李明松, 龚伟, 姜泊. 外国留学生临床医学教育的挑战和机遇. 中国高等医学教育, 2009(4): 21-22, 33.
2.	谭惠文, 余叶蓉, 左川. 留学生临床诊断学教学的实践和体会. 华西医学, 2016, 31(8): 1434-1436.
3.	张冬梅, 张卫茹, 吴静, 等. 医学留学生诊断学全英语教学实践与研究. 中国高等医学教育, 2016(1): 42-43.
4.	马翔, 阿迪拉·阿扎提, 马依彤. 医学留学生内科学教学实践的探索与思考. 新疆医科大学学报, 2009, 32(3): 367.
5.	王晓戎, 盛红, 汪兴洲, 等. 标准化病人在我国临床医学教学中应用现状文献分析. 辽宁中医药大学学报, 2010, 12(6): 32-34.
6.	Peluso MJ, van Schalkwyk S, Kellett A, et al. Reframing undergraduate medical education in global health: rationale and key principles from the Bellagio Global Health Education Initiative. Med Teach, 2017, 39(6): 639-645.
7.	Blitz J, van Rooyen M, Cameron D. Using an audit of medical student behavior to inform curriculum change. Teach Learn Med, 2010, 22(3): 209-213.
8.	Kanakala V, Bawa S, Gallagher P, et al. Outcome of patients in laparoscopic training courses compared to standard patients. Surgeon, 2010, 8(3): 132-135.
9.	肖马, 白璐, 朱勇. 标准化病人在医学类独立学院临床教学中应用的探索. 医学信息: 上旬刊, 2011, 24(12): 137-138.
10.	Swiggart WH, Ghulyan MV, Dewey CM. Using standardized patients in continuing medical education courses on proper prescribing of controlled substances. Subst Abus, 2012, 33(2): 182-185.
11.	MacPherson A, Lawrie I, Collins S, et al. Teaching the difficult-to-teach topics. BMJ Support Palliat Care, 2014, 4(1): 87-91.
12.	Jansen KL, Rosenbaum ME. The state of communication education in family medicine residencies. Fam Med, 2016, 48(6): 445-451.
13.	Alavi A, Amjadi N. A review on considerations needed educating new physicians. J Med Life, 2015, 8(Spec Iss 3): 1-5.
14.	Stoklosa H, Lyman M, Bohnert C, et al. Medical education and human trafficking: using simulation. Med Educ Online, 2017, 22(1): 1412746.
15.	Kushner RF, Zeiss DM, Feinglass JM, et al. An obesity educational intervention for medical students addressing weight bias and communication skills using standardized patients. BMC Med Educ, 2014, 14: 53.
16.	Downar J, McNaughton N, Abdelhalim T, et al. Standardized patient simulation versus didactic teaching alone for improving residents’ communication skills when discussing goals of care and resuscitation: a randomized controlled trial. Palliat Med, 2017, 31(2): 130-139.

1. 李明松, 龚伟, 姜泊. 外国留学生临床医学教育的挑战和机遇. 中国高等医学教育, 2009(4): 21-22, 33.
2. 谭惠文, 余叶蓉, 左川. 留学生临床诊断学教学的实践和体会. 华西医学, 2016, 31(8): 1434-1436.
3. 张冬梅, 张卫茹, 吴静, 等. 医学留学生诊断学全英语教学实践与研究. 中国高等医学教育, 2016(1): 42-43.
4. 马翔, 阿迪拉·阿扎提, 马依彤. 医学留学生内科学教学实践的探索与思考. 新疆医科大学学报, 2009, 32(3): 367.
5. 王晓戎, 盛红, 汪兴洲, 等. 标准化病人在我国临床医学教学中应用现状文献分析. 辽宁中医药大学学报, 2010, 12(6): 32-34.
6. Peluso MJ, van Schalkwyk S, Kellett A, et al. Reframing undergraduate medical education in global health: rationale and key principles from the Bellagio Global Health Education Initiative. Med Teach, 2017, 39(6): 639-645.
7. Blitz J, van Rooyen M, Cameron D. Using an audit of medical student behavior to inform curriculum change. Teach Learn Med, 2010, 22(3): 209-213.
8. Kanakala V, Bawa S, Gallagher P, et al. Outcome of patients in laparoscopic training courses compared to standard patients. Surgeon, 2010, 8(3): 132-135.
9. 肖马, 白璐, 朱勇. 标准化病人在医学类独立学院临床教学中应用的探索. 医学信息: 上旬刊, 2011, 24(12): 137-138.
10. Swiggart WH, Ghulyan MV, Dewey CM. Using standardized patients in continuing medical education courses on proper prescribing of controlled substances. Subst Abus, 2012, 33(2): 182-185.
11. MacPherson A, Lawrie I, Collins S, et al. Teaching the difficult-to-teach topics. BMJ Support Palliat Care, 2014, 4(1): 87-91.
12. Jansen KL, Rosenbaum ME. The state of communication education in family medicine residencies. Fam Med, 2016, 48(6): 445-451.
13. Alavi A, Amjadi N. A review on considerations needed educating new physicians. J Med Life, 2015, 8(Spec Iss 3): 1-5.
14. Stoklosa H, Lyman M, Bohnert C, et al. Medical education and human trafficking: using simulation. Med Educ Online, 2017, 22(1): 1412746.
15. Kushner RF, Zeiss DM, Feinglass JM, et al. An obesity educational intervention for medical students addressing weight bias and communication skills using standardized patients. BMC Med Educ, 2014, 14: 53.
16. Downar J, McNaughton N, Abdelhalim T, et al. Standardized patient simulation versus didactic teaching alone for improving residents’ communication skills when discussing goals of care and resuscitation: a randomized controlled trial. Palliat Med, 2017, 31(2): 130-139.

Previous Article
Research progress on early pulmonary rehabilitation of acute exacerbation or critical illness
Next Article
罕见病黄甲综合征一例

West China Medical Journal

Application of standardized patients in the teaching of internal medical practice for international students

Abstract Full text Figures/Tables Video References Cited by

Previous Article

Next Article

Format

Content