MS Alcohol Standardized Patient Needs Analysis

From Clinicaltools.com

Overview

In the fall of 2008 (Year 1 of Phase II), we conducted a needs analysis of both medical faculty and students to guide development of our standardized patient experience. We created two surveys via survey monkey. Faculty (n=15) and students (n=17) were recruited through a convenience sample nationwide.

Faculty Analysis (n=15)

Summary

Models of Learning

We asked questions of the faculty to evaluate models of learning via a remote Standardized Patient encounter.

73.3% (n=11) felt that they would be willing to use the online Standardized Patient interview with students
67.7% (n=10) agreed that they would incorporate the online Standardized Patient within their course as a learning tool
85.7% (n=12) agreed that an online Standardized Patient interview would be beneficial to student learning
80% (n=12) agreed that it would be an interesting way to teach/practice skills

In terms of the actual Standardized Patient encounter, the following data represent thoughts by the faculty:

80% (n=12) preferred to receive case information online
53.3% (n=8) strongly preferred an online video to be integrated as well
53.3% (n=8) prefer receiving clinical information through text-based web pages
40% (n=6) prefer to have online two-way type video as the method to communicate with the Standardized Patient
53.3% (n=8) preferred live online chat type of communication

In terms of scheduling the remote Standardized Patient encounter:

57.1% (n=8)preferred being able to schedule a time to use the Standardized Patient option
50% (n=7) thought that a 5-minute turnaround in response time would be agreeable

Respondents agreed that they would use an online Standardized Patient as either a required or optional part of the lecture courses they taught, as a supplement to current clinical instruction/rotations, along with current problem-based learning programs, and in a team-based learning program.

Current Standardized Patient Practices

A recent report by the AAMC recognized that medical school classes are increasing. We wondered how this increase in students affected schools' resources in terms of Standardized Patients. In addition, Standardized Patients have now been incorporated into Step 2 USMLE exams.

26.7% (n=4) felt that the medical school class size increase hasn’t affected school resources
26.7% (n=4) felt the increase was starting to affect resources
26.7% (n=4) felt it was indeed harder to accommodate the increase in enrollment
66.7% (n=10) felt that even though their school resources were sufficient at the moment, they would still be receptive to using internet-based materials

66.7% (n=10) have already changed their programs to help students prepare for the USMLE Clinical Skills exam

26.7% (n=4) would be less likely to incorporate outside SP education since the students already spend a significant amount of time on Standardized Patients
26.7% (n=4) were more likely to have it coincide with planned curriculum changes at their school
26.7% (n=4) more likely to supplement their current curriculum

Student Analysis (n=17)

Overview

In terms of using virtual standardized patients, the students thought that on-line chat was a good venue to use. The students seemed willing to use the standardized patients as part of the learning experience.

Virtual Standardized Patients

Ranking used Likert Scale: 1 (least preferred) to 5 (most preferred)

Basic Case Information

A majority (mean=3.82, 4 or 5=N12) preferred receiving basic case information through online video and text such as a webpage
A majority (mean=3.69, 4 or 5=N10) wanted online text such as a webpage
A slight majority (mean=2.69, 4 or 5=N3) wanted information through a discussion board
A slight majority (mean=2.94, 4 or 5=N5) wanted the information within the body of an email
A majority (mean=3.38, 4 or 5=N9) wanted the information through an email attachment

Clinical Information

A distinct majority (mean=4.12, 4 or 5=N15) wanted to receive clinical information through online text such as a webpage
A slight majority (mean=2.29, 4 or 5=N1) wanted the information through a discussion board
A slight majority (mean=2.59, 4 or 5=N3) wanted to receive clinical information within the body of an email
A majority (mean=3.00, 4 or 5=N5) wanted the information through an email attachment
A slight majority (mean=2.82, 4 or 5=N6) wanted to receive clinical information through a discussion board
A slight majority (mean=2.88, 4 or 5=N6) wanted the information through emailed interactions
A majority (mean=3.94, 4 or 5=N13) wanted to receive clinical information through online chat
A slight majority (mean=2.59, 4 or 5=N6) wanted the information over the phone
A majority (mean=3.29, 4 or 5=N8) wanted to receive clinical information through online video

Communication

A majority (mean=3.94, 4 or 5=N13) preferred communication between health professional and SP through an online chat method
A slight majority (mean=2.82, 4 or 5=N6) wanted communication through a discussion board
A slight majority (mean=2.88, 4 or 5=N6) preferred emailed interactions
A slight majority (mean=2.59, 4 or 5=N6) wanted phone communication
A majority (mean=3.29, 4 or 5=N8) preferred online video

Schedule

70.6% wanted to be able to schedule a time to use the standardized patient option and 52.9% preferred 6-8PM EST
If the simulated/standardized patient learning experience was only available on demand, students preferred a time window available on 3 weekdays, once per month, open 12 hours a day 8AM-8PM EST (41.2%).
If students had to wait for a response from the standardized patient, student would only be willing to wait a maximum of 1 hour (29.4%) for a response.

Students would likely use an optional simulated/standardized patient learning experience (mean=3.41, 4 or 5=N10) and would like to have the option available to them (mean=3.53, 4 or 5=N10).

Full report on results can be found on Drupal