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TEACHING INTERPERSONAL AND COMMUNICATION
FEEDBACK SKILLS TO STANDARDIZED PATIENTS:
ASSESSMENT OF A COGNITIVE MODEL
by
Denise M. Souder
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Denise M. Souder
Object Description
| Title | Teaching interpersonal and communication feedback skills to standardized patients: assessment of a cognitive model |
| Author | Souder, Denise M. |
| Author email | dsouder@usc.edu; souderfam@roadrunner.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-03-27 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-05-11 |
| Advisor (committee chair) | Sullivan, Maura |
| Advisor (committee member) |
Goodyear, Rodney K. May, Win |
| Abstract | The purpose of this mixed-methods retrospective study was to examine the effectiveness of a training intervention for standardized patients to improve their verbal feedback to medical students. Although feedback is acknowledged as important for medical student development, actual interventions to improve effective feedback to medical students are scarce in the literature.; In the 2006-2007 academic year, the Standardized Patient Program at the Keck School initiated a revised training protocol for standardized patients playing patient cases in the Year I and Year II Introduction to Clinical Medicine interviewing workshops. Assessment instruments consisted of a Standardized Patient Training Satisfaction Questionnaire, a Faculty Workshop Feedback Form, student online evaluations of the workshops, and a Quality of Standardized Patient Feedback form. The Standardized Patient Training Satisfaction Questionnaire measured the knowledge, skills and confidence of the standardized patients in providing verbal feedback. The Faculty Workshop Feedback Form assessed whether the standardized patients followed the seven steps for providing verbal feedback as taught in the intervention. The student online evaluations determined if the post-intervention standardized patient feedback was more useful than the pre-intervention feedback. The Quality of Standardized Feedback form was utilized by two independent raters to score the feedback given to the medical students from video review of the workshops.; Descriptive statistics from the Standardized Patient Satisfaction Questionnaire, the Faculty Workshop Feedback Form and student online evaluations indicated standardized patients provided effective verbal feedback post-intervention. However, direct observation by two independent raters of videos of workshop feedback revealed that standardized patients often omitted feedback steps.; The main conclusion reached was that although three of the four assessment instruments indicated the standardized patients provided quality feedback, it cannot be determined conclusively if the improved feedback was the effect of the feedback intervention in the revised training protocol. Direct observations of the independent raters must be considered as the standardized patients had less than satisfactory scores on the Quality of Standardized Patient Feedback form, indicating a lower quality of feedback. Further research with psychometrically sound instruments is needed to delineate variables contributing to the knowledge and skills of SPs as they learn to provide quality verbal feedback. |
| Keyword | cognitive; feedback; learning; standardized patient |
| Geographic subject | educational facilities: Keck School of Medicine |
| Coverage date | 2006/2007 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2229 |
| Contributing entity | University of Southern California |
| Rights | Souder, Denise M. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@dots.usc.edu |
| Filename | etd-Souder-2857 |
| Archival file | uscthesesreloadpub_Volume26/etd-Souder-2857.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@dots.usc.edu |
| Full text | TEACHING INTERPERSONAL AND COMMUNICATION FEEDBACK SKILLS TO STANDARDIZED PATIENTS: ASSESSMENT OF A COGNITIVE MODEL by Denise M. Souder A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Denise M. Souder |
