Effectiveness of a simulated patient training programme based on trainee response accuracy and appropriateness of feedback

Toshiko Yoshida, T. Ogawa, N. Taguchi, J. Maeda, K. Abe, O. M. Rodis, Y. Nakai, Hajime Shirai, Yasuhiro Torii, T. Konoo, K. Suzuki

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Introduction: Simulated patients (SPs) need education and training in required skills to be effective resources in education. This study was conducted to examine the effectiveness of an SP training programme based on the accuracy of trainee responses and the appropriateness of their feedback. Methods: Thirty-two applicants to the training programme and 35 experienced SPs were included in this study. The experienced SPs served as a reference group. The rate of accurate responses and the rate of appropriate feedback were assessed with pre- and post-training tests, and these two outcome measures were compared with those of the experienced SPs. Results: No significant differences were found in trainee response accuracy or appropriateness of feedback between pre- and post-training tests. The response accuracy rate of the trainees on the pre-training test was significantly lower than that of SPs with 1-2 years of experience, whilst there was no significant difference between these SPs and the trainees on the post-training test. Conclusions: Although our study suggests that more training is needed to improve the skills of SPs, the training programme may contribute to helping trainees reach a novice level in the skill of providing accurate responses. SP training should be encouraged to contribute to the effectiveness of such teaching and to establish the validity of the assessment.

Original languageEnglish
Pages (from-to)241-251
Number of pages11
JournalEuropean Journal of Dental Education
Volume18
Issue number4
DOIs
Publication statusPublished - Nov 1 2014

Fingerprint

trainee
training program
Education
effectiveness of teaching
Patient Education
reference group
applicant
Teaching
education
Outcome Assessment (Health Care)
resources

Keywords

  • Accuracy
  • Feedback
  • Simulated patient
  • Standardised patient
  • Training programme

ASJC Scopus subject areas

  • Dentistry(all)
  • Education

Cite this

Effectiveness of a simulated patient training programme based on trainee response accuracy and appropriateness of feedback. / Yoshida, Toshiko; Ogawa, T.; Taguchi, N.; Maeda, J.; Abe, K.; Rodis, O. M.; Nakai, Y.; Shirai, Hajime; Torii, Yasuhiro; Konoo, T.; Suzuki, K.

In: European Journal of Dental Education, Vol. 18, No. 4, 01.11.2014, p. 241-251.

Research output: Contribution to journalArticle

Yoshida, Toshiko ; Ogawa, T. ; Taguchi, N. ; Maeda, J. ; Abe, K. ; Rodis, O. M. ; Nakai, Y. ; Shirai, Hajime ; Torii, Yasuhiro ; Konoo, T. ; Suzuki, K. / Effectiveness of a simulated patient training programme based on trainee response accuracy and appropriateness of feedback. In: European Journal of Dental Education. 2014 ; Vol. 18, No. 4. pp. 241-251.
@article{c662aa3199d84d878ca2a8389d227ed0,
title = "Effectiveness of a simulated patient training programme based on trainee response accuracy and appropriateness of feedback",
abstract = "Introduction: Simulated patients (SPs) need education and training in required skills to be effective resources in education. This study was conducted to examine the effectiveness of an SP training programme based on the accuracy of trainee responses and the appropriateness of their feedback. Methods: Thirty-two applicants to the training programme and 35 experienced SPs were included in this study. The experienced SPs served as a reference group. The rate of accurate responses and the rate of appropriate feedback were assessed with pre- and post-training tests, and these two outcome measures were compared with those of the experienced SPs. Results: No significant differences were found in trainee response accuracy or appropriateness of feedback between pre- and post-training tests. The response accuracy rate of the trainees on the pre-training test was significantly lower than that of SPs with 1-2 years of experience, whilst there was no significant difference between these SPs and the trainees on the post-training test. Conclusions: Although our study suggests that more training is needed to improve the skills of SPs, the training programme may contribute to helping trainees reach a novice level in the skill of providing accurate responses. SP training should be encouraged to contribute to the effectiveness of such teaching and to establish the validity of the assessment.",
keywords = "Accuracy, Feedback, Simulated patient, Standardised patient, Training programme",
author = "Toshiko Yoshida and T. Ogawa and N. Taguchi and J. Maeda and K. Abe and Rodis, {O. M.} and Y. Nakai and Hajime Shirai and Yasuhiro Torii and T. Konoo and K. Suzuki",
year = "2014",
month = "11",
day = "1",
doi = "10.1111/eje.12093",
language = "English",
volume = "18",
pages = "241--251",
journal = "European Journal of Dental Education",
issn = "1396-5883",
publisher = "Wiley-Blackwell",
number = "4",

}

TY - JOUR

T1 - Effectiveness of a simulated patient training programme based on trainee response accuracy and appropriateness of feedback

AU - Yoshida, Toshiko

AU - Ogawa, T.

AU - Taguchi, N.

AU - Maeda, J.

AU - Abe, K.

AU - Rodis, O. M.

AU - Nakai, Y.

AU - Shirai, Hajime

AU - Torii, Yasuhiro

AU - Konoo, T.

AU - Suzuki, K.

PY - 2014/11/1

Y1 - 2014/11/1

N2 - Introduction: Simulated patients (SPs) need education and training in required skills to be effective resources in education. This study was conducted to examine the effectiveness of an SP training programme based on the accuracy of trainee responses and the appropriateness of their feedback. Methods: Thirty-two applicants to the training programme and 35 experienced SPs were included in this study. The experienced SPs served as a reference group. The rate of accurate responses and the rate of appropriate feedback were assessed with pre- and post-training tests, and these two outcome measures were compared with those of the experienced SPs. Results: No significant differences were found in trainee response accuracy or appropriateness of feedback between pre- and post-training tests. The response accuracy rate of the trainees on the pre-training test was significantly lower than that of SPs with 1-2 years of experience, whilst there was no significant difference between these SPs and the trainees on the post-training test. Conclusions: Although our study suggests that more training is needed to improve the skills of SPs, the training programme may contribute to helping trainees reach a novice level in the skill of providing accurate responses. SP training should be encouraged to contribute to the effectiveness of such teaching and to establish the validity of the assessment.

AB - Introduction: Simulated patients (SPs) need education and training in required skills to be effective resources in education. This study was conducted to examine the effectiveness of an SP training programme based on the accuracy of trainee responses and the appropriateness of their feedback. Methods: Thirty-two applicants to the training programme and 35 experienced SPs were included in this study. The experienced SPs served as a reference group. The rate of accurate responses and the rate of appropriate feedback were assessed with pre- and post-training tests, and these two outcome measures were compared with those of the experienced SPs. Results: No significant differences were found in trainee response accuracy or appropriateness of feedback between pre- and post-training tests. The response accuracy rate of the trainees on the pre-training test was significantly lower than that of SPs with 1-2 years of experience, whilst there was no significant difference between these SPs and the trainees on the post-training test. Conclusions: Although our study suggests that more training is needed to improve the skills of SPs, the training programme may contribute to helping trainees reach a novice level in the skill of providing accurate responses. SP training should be encouraged to contribute to the effectiveness of such teaching and to establish the validity of the assessment.

KW - Accuracy

KW - Feedback

KW - Simulated patient

KW - Standardised patient

KW - Training programme

UR - http://www.scopus.com/inward/record.url?scp=84911808196&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84911808196&partnerID=8YFLogxK

U2 - 10.1111/eje.12093

DO - 10.1111/eje.12093

M3 - Article

C2 - 25318559

AN - SCOPUS:84911808196

VL - 18

SP - 241

EP - 251

JO - European Journal of Dental Education

JF - European Journal of Dental Education

SN - 1396-5883

IS - 4

ER -