Studies of simulated patient-based CST report positive effects on trainee confidence and communication performance¶
Claim · All claims
Evidence · 1 study · reviewr3·q2
Currency · newest study 2018 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Empirical studies of SP-based CST across student and practising HCP settings report increased confidence, improved communication performance judged by SPs, and improved standardised assessment performance. → Pilnick Alison 2018
Evidence¶
Pilnick Alison 2018¶
Pilnick Alison, Trusson Diane, Beeke Suzanne, O'Brien Rebecca, Goldberg Sarah, Harwood Rowan H. (2018). Using conversation analysis to inform role play and simulated interaction in communications skills training for healthcare professionals: identifying avenues for further development through a scoping review. BMC Medical Education. https://doi.org/10.1186/s12909-018-1381-1
q2 · i? · review · r3
The review's synthesis of empirical SP studies across settings (anaesthesia, obstetrics, emergency medicine, psychiatry, speech and language) reports positive effects including "increased confidence of the students or HCPs". No effect sizes are printed.
"These include: increased confidence of the students or HCPs [34, 36]; improved communication performance as judged by the simulated patients [33, 37]; and improved performance in standardised assessments [7]."
Discussion¶
Related Claims¶
- CST interventions underpinned by conversation analysis show improved interactional outcomes in neurology, psychiatry and aphasia settings — a narrower finding that bears on this claim
- Role play in CST is reported to increase empathy and provide safe practice, but students note artificiality and poor acting authenticity — related
- Direct comparisons find simulated patients as effective as real patients for CST outcomes — related
- Evidence on simulated patients versus peer role play is mixed: equal competence in one randomised trial, higher skills and satisfaction for SPs in others — related
- Conversation analytic comparisons show role-played and simulated interactions differ systematically from real interactions — related
- SP+CBL pedagogy significantly improves teaching satisfaction compared with LBL in Chinese clinical education. — related
- Standardised patient performance shows almost perfect inter-rater (kappa 0.84) and substantial intra-rater (kappa 0.75) agreement — related
- SP+CBL pedagogy significantly improves clinical practice performance compared with LBL in Chinese clinical education. — related
- SP+CBL pedagogy significantly improves theoretical knowledge achievement compared with LBL in Chinese clinical education. — related
- Faculty and standardized patient evaluations of student professionalism differed significantly in relationship-building and information-sharing domains — related
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