Learning Impact of "Clinical Diagnostics Lecture" on Simulated Patients

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  • Sawayama Yoshie
    Department of Medical Education Studies, International Research Center for Medical Education, Graduate School of Medicine, The University of Tokyo
  • Son Daisuke
    Department of Medical Education Studies, International Research Center for Medical Education, Graduate School of Medicine, The University of Tokyo
  • Kaneko Eiji
    Curricular Management Division, Institute of Education, Tokyo Medical and Dental University
  • Eto Masato
    Department of Medical Education Studies, International Research Center for Medical Education, Graduate School of Medicine, The University of Tokyo

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<p>Background: It is a major challenge to support training for simulated patients (SPs) and maintain a SP community. In order to promote the motivation of SPs, we conducted two sessions titled “clinical diagnostics lectures” . This study qualitatively explores the impact of the lectures for SPs.　Methods: Nine SPs who attended the clinical diagnostics lectures took part in focus group interviews. Transcripts were analyzed as per the Steps for Coding and Theorization (SCAT) method.　Results: Fifteen concepts and six categories were generated from the focus group interviews. The categories included <Medical information learning>, <Deepening understanding of scenarios>, <Effect on performance>, <Effect on feedback>, <Motivation for learning>, and <Concerns about biasing toward medical models>.　Discussion: “Clinical diagnostics lectures” provided to SPs offer a deeper understanding of scenarios and motivation for SPs to learn. However, there was concern about deviation from the patient’s perspective.</p>

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  • 医学教育

    医学教育 50 (5), 473-479, 2019-10-25

    日本医学教育学会

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