IADR Abstract Archives
Acquiring Clinical Skills with Standardized Patients: A Mixed Methods Approach
Objectives: UPR standardized patient (SP) activities begin during freshman year with medical history interviews and vital signs acquiring skills. The aims of this study are to assess: the perceptions of first-year dental students toward the SP activities and how second-year students feel prepared to engage in a clinical encounter.
Methods: A validated anonymous questionnaire was administered to evaluate the perception of freshman students before and after completion of SP activities. The questionnaire included a binary (1/0) and ordinal scale (0-5) questions, organized according to attitudes’ components (cognitive, affective, behavioral), and general perception. Individual question responses, summary of components, and general perception scores were compared before and after using chi-square (Fisher’s) test for categorical variables and Mann-Whitney test for summary component scores. One focus group discussion was conducted with eight sophomore dental students; questions were constructed according to freshmen identified needs.
Results: Thirty-nine (97.5%) students participated, 79.5% were females. After the SP activity, 77% participants reported having an experience collecting medical history (vs. 21% before, Fisher’s p<0.0001); significant increase was also observed for the overall cognitive component (Fisher’s p<0.001). More students reported understanding the concepts of the medical history interview after the training (Fisher’s p<0.001); overall the score for students’ general perception about their own knowledge and skills also increased (mean ±SD: 7.74±1.21 before vs. 8.62±1.27 after; median: 8 vs. 9; Mann-Whitney p<0.001). There were no statistically significant changes for the individual questions and summary scores for affective and behavioral components. The focus groups’ data support the need to: increase the number of experiences, diversify clinical procedures and patients’ behaviors as well as to include non-SP.
Conclusions: Significant improvements were observed in overall cognitive component and general perception. Focus group reiterates the need to continue and enhance SP encounters.
Methods: A validated anonymous questionnaire was administered to evaluate the perception of freshman students before and after completion of SP activities. The questionnaire included a binary (1/0) and ordinal scale (0-5) questions, organized according to attitudes’ components (cognitive, affective, behavioral), and general perception. Individual question responses, summary of components, and general perception scores were compared before and after using chi-square (Fisher’s) test for categorical variables and Mann-Whitney test for summary component scores. One focus group discussion was conducted with eight sophomore dental students; questions were constructed according to freshmen identified needs.
Results: Thirty-nine (97.5%) students participated, 79.5% were females. After the SP activity, 77% participants reported having an experience collecting medical history (vs. 21% before, Fisher’s p<0.0001); significant increase was also observed for the overall cognitive component (Fisher’s p<0.001). More students reported understanding the concepts of the medical history interview after the training (Fisher’s p<0.001); overall the score for students’ general perception about their own knowledge and skills also increased (mean ±SD: 7.74±1.21 before vs. 8.62±1.27 after; median: 8 vs. 9; Mann-Whitney p<0.001). There were no statistically significant changes for the individual questions and summary scores for affective and behavioral components. The focus groups’ data support the need to: increase the number of experiences, diversify clinical procedures and patients’ behaviors as well as to include non-SP.
Conclusions: Significant improvements were observed in overall cognitive component and general perception. Focus group reiterates the need to continue and enhance SP encounters.