Faculty and standardized patient evaluations of student professionalism differed significantly in relationship-building and information-sharing domains¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a simulated patient encounter, faculty and standardized patient scores of second-year podiatric medical students' professionalism differed significantly in the build-a-relationship, gather-information, and share-information domains. → Anning Naomi 2024

Evidence¶

Anning Naomi 2024¶

Anning Naomi, Tehan Peta. (2024). Simulation in podiatry teaching and learning: A scoping review. Journal of Foot and Ankle Research. https://doi.org/10.1002/jfa2.70020

q2 · i? · review · r2

Quasi-experimental, intervention-without-control survey study (Mahoney et al., as charted in Table 1) comparing faculty and standardized patient evaluations of second-year podiatric medical students' professionalism during a simulated peripheral vascular disease encounter. The review reports significant domain differences; no effect size is printed.

"Significant differences in "build a relationship," "gather information," and "share information" domains between faculty and SP scores"

Discussion¶

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