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Six formats in simulated and standardized patients use, based on experiences of 13 undergraduate medical curricula in Belgium and the Netherlands

Jan-Joost Rethans, Frans JM Grosfeld, Leen Aper UGent, Jan Reniers UGent, Judith H Westen, Jacqueline J Van Wijngaarden and Evelyn M Van Weel-Baumgarten (2012) MEDICAL TEACHER. 34(9). p.710-716
abstract
Background: In Belgium and the Netherlands, 13 medical schools collaborate with regard to the use of simulated patients (SPs) and standardized patients in their undergraduate curricula. All schools use SPs in their curriculum but schools differ in (a) the timing or placement of the SPs and (b) the way they are used. Aim: To give an overview of the formats used most in undergraduate medical education with SPs, including a description of the impact of these formats on the different aspects of SPs. Methods: Representatives of all medical schools in Belgium and The Netherlands all provided a structured overview of their use of SPs. We then collectively made a description of the main working formats. For each format we identified salient consequences on the SP level, including whether the format requires simulated or standardized patients or patient-actors, what is the impact of a format on the selection of SPs, content and duration of SP training, whether or not to use checklists in role training, feedback training or not, debriefing of training, impact on the case (role) description (e. g. free or structured), the number of SPs needed, and the selection criteria for SPs. Conclusion: The working format with SPs more or less determines the whole process of selection, training, performance, and logistics of SPs.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
OF-THE-LITERATURE, EDUCATION
journal title
MEDICAL TEACHER
Med. Teach.
volume
34
issue
9
pages
710 - 716
Web of Science type
Article
Web of Science id
000308000000012
JCR category
EDUCATION, SCIENTIFIC DISCIPLINES
JCR impact factor
1.824 (2012)
JCR rank
5/34 (2012)
JCR quartile
1 (2012)
ISSN
0142-159X
DOI
10.3109/0142159X.2012.708466
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
3034027
handle
http://hdl.handle.net/1854/LU-3034027
date created
2012-10-25 10:00:05
date last changed
2015-06-17 10:17:20
@article{3034027,
  abstract     = {Background: In Belgium and the Netherlands, 13 medical schools collaborate with regard to the use of simulated patients (SPs) and standardized patients in their undergraduate curricula. All schools use SPs in their curriculum but schools differ in (a) the timing or placement of the SPs and (b) the way they are used. 
Aim: To give an overview of the formats used most in undergraduate medical education with SPs, including a description of the impact of these formats on the different aspects of SPs. 
Methods: Representatives of all medical schools in Belgium and The Netherlands all provided a structured overview of their use of SPs. We then collectively made a description of the main working formats. For each format we identified salient consequences on the SP level, including whether the format requires simulated or standardized patients or patient-actors, what is the impact of a format on the selection of SPs, content and duration of SP training, whether or not to use checklists in role training, feedback training or not, debriefing of training, impact on the case (role) description (e. g. free or structured), the number of SPs needed, and the selection criteria for SPs. 
Conclusion: The working format with SPs more or less determines the whole process of selection, training, performance, and logistics of SPs.},
  author       = {Rethans, Jan-Joost and Grosfeld, Frans JM and Aper, Leen and Reniers, Jan and Westen, Judith H and Van Wijngaarden, Jacqueline J and Van Weel-Baumgarten, Evelyn M},
  issn         = {0142-159X},
  journal      = {MEDICAL TEACHER},
  keyword      = {OF-THE-LITERATURE,EDUCATION},
  language     = {eng},
  number       = {9},
  pages        = {710--716},
  title        = {Six formats in simulated and standardized patients use, based on experiences of 13 undergraduate medical curricula in Belgium and the Netherlands},
  url          = {http://dx.doi.org/10.3109/0142159X.2012.708466},
  volume       = {34},
  year         = {2012},
}

Chicago
Rethans, Jan-Joost, Frans JM Grosfeld, Leen Aper, Jan Reniers, Judith H Westen, Jacqueline J Van Wijngaarden, and Evelyn M Van Weel-Baumgarten. 2012. “Six Formats in Simulated and Standardized Patients Use, Based on Experiences of 13 Undergraduate Medical Curricula in Belgium and the Netherlands.” Medical Teacher 34 (9): 710–716.
APA
Rethans, J.-J., Grosfeld, F. J., Aper, L., Reniers, J., Westen, J. H., Van Wijngaarden, J. J., & Van Weel-Baumgarten, E. M. (2012). Six formats in simulated and standardized patients use, based on experiences of 13 undergraduate medical curricula in Belgium and the Netherlands. MEDICAL TEACHER, 34(9), 710–716.
Vancouver
1.
Rethans J-J, Grosfeld FJ, Aper L, Reniers J, Westen JH, Van Wijngaarden JJ, et al. Six formats in simulated and standardized patients use, based on experiences of 13 undergraduate medical curricula in Belgium and the Netherlands. MEDICAL TEACHER. 2012;34(9):710–6.
MLA
Rethans, Jan-Joost, Frans JM Grosfeld, Leen Aper, et al. “Six Formats in Simulated and Standardized Patients Use, Based on Experiences of 13 Undergraduate Medical Curricula in Belgium and the Netherlands.” MEDICAL TEACHER 34.9 (2012): 710–716. Print.