Measuring confidence levels in Physician Assistant students using standardized patients.'
AAPA ePoster library. Bilan N. 05/17/17; 180538; 200
Nataliya Bilan
Nataliya Bilan
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Abstract
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Abstract This article evaluates the use of standardized patients in the Physician Assistant didactic curriculum as a means to develop confidence in students as they assume the role of a medical provider. Transitioning to the role of the provider and building clinical confidence in Physician Assistant students is essential to their education, particularly in preparation for clinical year and practice. As didactic year largely focuses on gaining medical knowledge, it is imperative to also develop interpersonal skills and social maturity. Standardized patient experiences provide an opportunity for students to integrate history taking and physical exam skills while placing an emphasis on effective communication and establishing rapport. This research follows one Physician Assistant student cohort through several consecutive standardized patient experiences and examines the patient's confidence in Physician Assistant students. Standardized patients will evaluate each student after the scripted encounter on a scale that will measure the patient's confidence in students as they complete the patient encounter. Rather than providing only verbal feedback after the encounter, this study numerically quantifies the feedback in order to standardize the evaluation of abstract social components, such as confidence and rapport, that are critical to the patient-provider experience. Evaluations completed by the patients are used to quantify and trend how didactic students mature into the role of a medical provider. The data gathering will be complete in February 2017, after the last standardized patient encounter for the cohort of 2018. Data will be analyzed using a longitudinal approach to demonstrate student development throughout the year. Average, range, variance, and standard deviations for each measure of evaluation (ie. confidence) will be calculated for each standardized patient experience. These data points will be plotted longitudinally, as the patient encounters occur sequentially throughout the year and students are expected to grow in their skill with each encounter. Data from each standardized patient experience will be compared against one another for statistical significance. We expect that with practice, students will refine the interpersonal skills and appropriate demeanor that establishes rapport and patient confidence in them, though results are not yet available. This study will contribute to Physician Assistant education by concretely demonstrating...
Abstract This article evaluates the use of standardized patients in the Physician Assistant didactic curriculum as a means to develop confidence in students as they assume the role of a medical provider. Transitioning to the role of the provider and building clinical confidence in Physician Assistant students is essential to their education, particularly in preparation for clinical year and practice. As didactic year largely focuses on gaining medical knowledge, it is imperative to also develop interpersonal skills and social maturity. Standardized patient experiences provide an opportunity for students to integrate history taking and physical exam skills while placing an emphasis on effective communication and establishing rapport. This research follows one Physician Assistant student cohort through several consecutive standardized patient experiences and examines the patient's confidence in Physician Assistant students. Standardized patients will evaluate each student after the scripted encounter on a scale that will measure the patient's confidence in students as they complete the patient encounter. Rather than providing only verbal feedback after the encounter, this study numerically quantifies the feedback in order to standardize the evaluation of abstract social components, such as confidence and rapport, that are critical to the patient-provider experience. Evaluations completed by the patients are used to quantify and trend how didactic students mature into the role of a medical provider. The data gathering will be complete in February 2017, after the last standardized patient encounter for the cohort of 2018. Data will be analyzed using a longitudinal approach to demonstrate student development throughout the year. Average, range, variance, and standard deviations for each measure of evaluation (ie. confidence) will be calculated for each standardized patient experience. These data points will be plotted longitudinally, as the patient encounters occur sequentially throughout the year and students are expected to grow in their skill with each encounter. Data from each standardized patient experience will be compared against one another for statistical significance. We expect that with practice, students will refine the interpersonal skills and appropriate demeanor that establishes rapport and patient confidence in them, though results are not yet available. This study will contribute to Physician Assistant education by concretely demonstrating...
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