Journal Article: Promoting Empathy Among Medical Students: a Two-site Randomized Controlled Study
Lead Author: Celine Buffel du Vaure
Submitted by: Kerensa Peterson, Northwestern University

Two universities in Paris took part in this randomized controlled trial. The results? The use of Balint groups may promote empathy among medical students. Self-reported empathy at follow-up was significantly higher among the fourth-year medical students who participated in Balint groups. There are interesting results in this study when looking at student characteristics, such as education level of parents, gender, anticipated specialty choice and living status.

Journal Article: Smoking Cessation Counseling: A Simulation Enhanced Curriculum to Improve Motivational Interviewing in Pediatric Residents
Lead author: Sarah Schaefer, MD
Submitted by: Dan Brown, Emory University School of Medicine

Recognizing the lack of education and experience in smoking cessation counseling among pediatric residents, a team of doctors and educators at University of Alabama at Birmingham developed a curriculum using standardized patients to teach evidence-based counseling techniques and resources such as “The 5 A’s,” nicotine replacement therapy, telephone hotlines, and motivational interviewing.

Journal Article: Recruiting Participants into Pilot Trials: Techniques for Researchers with Shoestring Budgets
Lead authors: Rodney P. Joseph, Colleen Keller and Barbara E. Ainsworth
Submitted by: Michael Maury, UCSD

As pointed out in the abstract, “Limited research has focused on recruitment strategies for health promotion researchers conducting small-scale pilot studies.” The authors lay out five key recruitment techniques that can be utilized to succeed in recruitment efforts when working on a budget. These techniques are: 1) leverage existing social networks and personal contacts, 2) identify and foster collaborations with community gatekeepers, 3) develop a comprehensive list of potential recruitment platforms and venues, 4) create recruitment materials that succinctly describe the purpose of the study, and 5) build respectful and trusting relationships with potential participants. As Standardized Patient Educators, we often find ourselves in a similar situation in which time and fiscal support are minimal. These five key techniques may be utilized to assist each of us in our own programs at our various institutions.

Lead author: Karen Mulligan
Submitted by: Dyan Colpo, Cleveland Clinic, Simulation and Advanced Skills Center

Clinical empathy is essential to the practice of medicine and is linked inextricably to the competence of a physician. It benefits both patient care and physician satisfaction yet the concept is often ill-defined. Recent studies have also shown that it is taught ineffectually at the undergraduate level and suggest that new methods be sought. Conducting interviews for qualitative research could provide the opportunity for medical students to explore patient experience, develop clinical empathy and compassion as well as gain research experience. Even the exercise of designing questionnaires for qualitative research could encourage students to engage with clinical empathy. 

Lead Author: Timothy C. Clapper, MA
Submitted by: Amber Snyder, University of Pittsburgh

Understanding adult learning theory is essential for all educators who are working with adult learners. Those working in simulation often access Malcolm Knowles theory of andragogy to ensure that curriculum addresses the needs of adult learners.

Submitted by: Todd Lash, Publications Committee Chair

Oakland University William Beaumont School of Medicine (OUWB) and University of Detroit Mercy School of Dentistry (Detroit Mercy) will launch a new interprofessional course to educate medical and dental students on how health care professionals collaborate for the benefit of their patients.

Lead Author: Shelley Zhang
Submitted by: Kerensa Peterson, Northwestern University

As other clinical professions enter the world of simulation, their questions and development are catalogued in research. The pharmacy profession is an example of a clinical profession that is evolving to include a larger emphasis on communication skills and collaborative care. New simulation practitioners are asking how to assure quality in their newly developed standardized patient (SP) programs. This article focuses on the authors’ recommendations and applications for quality assurance in SP programs through a thematic analysis of the current scholarly literature.

Lead author: Cynthia L. Foronda
Submitted by: Janice Radway, Perelman School of Medicine at the University of Pennsylvania

There has been increased focus on the need to combat inequities in healthcare by teaching cultural humility. As SPEs, we know SPs are a fantastic tool to teach this skill. However, this review of literature shows there is a lack of studies published involving the use of simulation to teach cultural humility. The authors point out that “current international simulation standards lack an emphasis on diversity and cultural humility; thus, simulation curricula may be missing this essential component.” The study identified the need for more robust research on the subject. Let’s get cracking.

Lead Author: Mary Ann Forgey
Submitted by: Amber Snyder, University of Pittsburgh

Assessment in intimate partner violence (IPV) is an essential component to determine the course of interventions and support provided. This study used Standardized Clients (SC) to train eight Army civilian social workers to implement an evidence-based assessment protocol of IPV.

Authors: Richelle K Marracino, MD and Robert D Orr, MD
Submitted by: Mary Launder, Rosalind Franklin University of Medicine and Science

Oscar Thompson, a third-year medical student on a shift in the emergency department, is eager to participate in as many procedures as possible. According to the triage nurse's history, the next patient to be seen is a 58-year-old man who has had fever, headache, and neck stiffness. Anticipating his first lumbar puncture, Oscar approaches the room with enthusiasm. The nurse whispers that the patient is irritated and can't wait to see the doctor. The student pauses, draws back the curtain, and says, “Hello, I'm Dr. Thompson, how can I help you today?”

Lead author: Christine Bradway, PhD, GNP-BC
Submitted By: Michael Maury, UC-San Diego

This pilot study aimed to compare a group of interprofessional health professions students' self-reported level of confidence in communication, explore behavior change and professional identity, and identify areas for future interprofessional education. Students participated in a simulated team meeting with a standardized family member of an older adult patient hospitalized with an acute aspiration pneumonia and a chronic, progressive illness.

Journal Article: Considerations When Using Standardized Patients in EMS Simulation
Lead author: Timothy Whitaker
Submitted by: Dena Higbee, University of Missouri

The use of live humans as part of a simulation activity enhances realism by allowing a more realistic communication exchange that includes nonverbal cues. EMS has long used “actors” to portray an illness or injury during a simulation. Many of us can remember our paramedic school instructors often stepping in to play the part of the patient. Embracing standard language from the Healthcare Simulation Dictionary, actors come in many forms based on the need of the simulation activity: embedded participant, role player, simulated person and standardized patient.