[Correction added on 29 May 2014, after first online publication: the affiliations for authors Rodis and Nakai have been corrected.]
Effectiveness of a simulated patient training programme based on trainee response accuracy and appropriateness of feedback
Article first published online: 23 FEB 2014
© 2014 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd
European Journal of Dental Education
Volume 18, Issue 4, pages 241–251, November 2014
How to Cite
Yoshida, T., Ogawa, T., Taguchi, N., Maeda, J., Abe, K., Rodis, O. M., Nakai, Y., Shirai, H., Torii, Y., Konoo, T. and Suzuki, K. (2014), Effectiveness of a simulated patient training programme based on trainee response accuracy and appropriateness of feedback. European Journal of Dental Education, 18: 241–251. doi: 10.1111/eje.12093
- Issue published online: 15 OCT 2014
- Article first published online: 23 FEB 2014
- Manuscript Accepted: 28 DEC 2013
- Grant-in-Aid for Scientific Research (C). Grant Number: 19592404
- Japan Society for the Promotion of Science
- simulated patient;
- standardised patient;
- training programme
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.
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.
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.
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.