Engaging Field Instructors As Standardized Patients in Social Work Classes

Background:

While engaging standardized patients (SP) in the skills labs have become a more common practice in Schools of Medicine and Nursing, some social work programs are beginning to utilize this approach in the class room or in simulation labs. An SP is defined as “a person who has been carefully coached to simulate an actual patient so accurately that the simulation cannot be detected by a skilled clinician. In performing the simulation, the SP presents the gestalt of the patient being simulated; not just the history, but the body language, the physical findings, and the emotional and personality characteristics as well" (Barrows, 1963).

Methods:

One school of social work conducted a pilot project to engage social work field instructors to serve as SPs in two practice classes taught at the master’s level. Both classes were taught by the same instructor with a total of 48 students. Three assessment forms were developed to measure the learning outcomes. The first one, Standardized Patient (SP) evaluation of student “clinician”, was administered by the SP at the end of the session. The second assessment form was the Student learning with Standardized Patient (SP) administered by the student on their own learning experience and the third instrument was the Observation Formthat was administered by an alternate student in the class for peer observation and feedback. The assessments were focused on measuring knowledge, values and skills.

The SP evaluation of student “clinician” and the Student learning with SP were rated on a five point Likert scale. The Observation Formconsisted of two areas “Strengths” and “Suggestions/areas for development” and the categories to be rated were: General skills; Open-ended questions; affirmations; reflections; summarizing (OARS).

The instructor developed and/or identified case examples and had specific statements that the SP had to state during the simulated session. During the simulated session, a peer student was at the observation room and through a one-way mirror observed the session and rated the student on the “observation form”. At the end of the session, the student who played the role of a “clinician” was asked to rate his/her learning during the simulated session with an SP. IRB approved the study. 

Results:

Based on descriptive analysis, the SP’s agreed (63%) or strongly agreed (35%) that students adjusted well to the learning environment/situation with the SP. From a knowledge perspective, SP’s agreed (73%) and strongly agreed (25%) that student’s demonstrated application of knowledge gained in class during the simulated session. Further, SP’s agreed (60%), strongly agreed (20%) while there was no opportunity (10%) for some SP’s to assess the student on applying theories to the situation. Regarding skills, the SP’s agreed that (50%) of students had appropriate verbal communication while (27%) strongly agreed.

Implications:

The data supports that students demonstrated knowledge, values and skills while playing the role of a “clinician”. Furthering the use of SP’s in classes would be a beneficial teaching technique in face to face and online learning situations.