Direct comparisons find simulated patients as effective as real patients for CST outcomes¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In two studies directly comparing standardised with real patients, differences in observed skills and in student-reported skills, knowledge and confidence were non-significant. → 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 reports a study comparing a generic communication skills programme with standardised versus real patients in a mixed group of HCPs; differences between standardised and real samples were "non-significant". No effect size is printed; equivalence was not formally tested.

"Improvements in communication were observed in all but one training group, and differences between the observed skills used across standardised and real samples were non-significant, suggesting skills transfer from simulation to actual practice."

Discussion¶

Related Claims¶

• CST interventions underpinned by conversation analysis show improved interactional outcomes in neurology, psychiatry and aphasia settings — related
• Conversation analytic comparisons show role-played and simulated interactions differ systematically from real interactions — related
• Role play in CST is reported to increase empathy and provide safe practice, but students note artificiality and poor acting authenticity — related
• Studies of simulated patient-based CST report positive effects on trainee confidence and communication performance — related
• AI-powered simulations show short-term gains in communication confidence and structured knowledge in RCTs, with limited or inferior effects for tactile psychomotor skills — related
• In the few trials comparing them, virtual patients showed no significant knowledge differences versus other digital education, and skills differences in only one of three studies — 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