Lead author: Young Soon Park

Submitted by: Kathy Herzberger, Loma Linda University

Establishing major competencies and training for clinical performance in medical education has been prevalent in Korea for only the last 15 years. This is due to the clinical skills test that was added to the paper-based Korean Medical Licensing Examination (KMLE) in 2009. This crucial change in the KMLE has strengthened clinical performance in Korean medical schools. This interesting study emphasizes how evaluator factors as well as the type of scale utilized can influence physician-patient interaction scores.

By: Brian James

Submitted by: Todd Lash, The Ohio State University

Imagine a medical student sitting in the room across from a 50-year-old female standardized patient who presents with fatigue and vague abdominal pain. It’s their second year of medical school, and they know generally how to conduct a patient interview. They eventually reach the family history, concerned that any incidence of pancreatic cancer in the family may mean the standardized patient is in for a long, scary and painful journey of diagnosis and treatment. The question finally arises: any family history of a cancer diagnosis? The standardized patient, without skipping a beat, coldly tells you that her father passed away from pancreatic cancer over 10 years ago at age 59. The student knows what to do; they have been trained extensively in the ways of empathy. They pause, say “I’m sorry to hear that,” then pause again for dramatic effect.

By: Zeke Hernandez

Submitted by: Michael Maury, UC-San Diego

“Stagnation happens when we adopt one of two extreme mentalities. On one extreme is overconfidence, which arises from underestimating the complexity of the situation and overestimating our own ability. On the other extreme is fear, which arises from overestimating the complexity of the situation and underestimating our own ability. In between the two extremes is humility. ”In these times of such extremes and great uncertainty, it is helpful to be reminded of humility. Can we approach each new moment and experience with curiosity and a beginner’s mindset? Perhaps even the act of tying our shoes could be performed differently as to yield better results.

By: Hamilton Sage, SP at Emory University

Interviewed by: Mary Launder, Rosalind Franklin University of Medicine and Science, and edited by Kerensa Peterson, NBOME

How has your experience as an SP changed since  the pandemic? Well, it’s definitely changed quite a  bit as far as just shifting over from in person  to Zoom, and actually, I think it was a very tall task considering the size of some of these events. There’s like 60 plus learners sometimes and [the staff’s] ability to set up different rooms and get it all logistically running smoothly, it’s been pretty cool. It’s been a blessing for me because I’ve been able to continue to have some income from home without having to put myself or my family at risk by going out and interacting with people. I’ve been really grateful for that.

By: Susan Ganger, SP at The Ohio State University and Crossing Guard

Submitted by: Kerensa Peterson, NBOME

I will try my best to give my input into what it has been like to be a SP during this pandemic. I am at a bit of disadvantage as I had just started as a SP in February and only had one live interaction  before the shutdown occurred. So, I don't have a lot of experience with the pre-pandemic routine.

By: Bill Goldsmith, SP and Theatre Artist

Submitted by: Todd Lash, The Ohio State University and Kerensa Peterson, NBOME