ASSESSING THE POTENTIAL VALUE OF REMOTE STANDARDIZED PATIENTS TIED TO ONLINE LEARNING

T. Bradley Tanner^1* and Mary P. Metcalf¹, ¹ Clinical Tools, Inc, Chapel Hill, NC 27514 U.S.A.

PURPOSE: For medical students in the pre-clinical years, Standardized Patients (SPs) can help the learner integrate medical science knowledge into a clinical framework. While online learning has been shown to be effective, a similar demonstration of the utility and viability a “remote” SP has not yet been established. We seek to assess the pedagogical strengths and weakness of a “remote” SP encounter, where the encounter occurs via the Internet in comparison to “face-to-face” SP encounters.

METHODS: We are creating a suite of online educational modules incorporating vignettes, longer cases, standard interactivity and user controlled learning, to be paired with integrated SP interviews. During 2008-2009 we will compare 3 different types of SP experiences: text-based chat, video-enabled Internet phone conversation, or standard face-to-face interaction using a 3 group case-control evaluations with assessments pre and post intervention. Evaluation instruments include knowledge, attitude, and behavior measures as well as SP specific instruments.

RESULTS: Potential benefits of include the ability to deliver effective training curricula at institutions lacking in topic expertise, or appropriately trained SPs. Potential problems include insuring SPs are available, and maintaining a high quality SP experience when the SPs are not located onsite or are only using chat.

CONCLUSION: One can design an online learning experience that incorporates SPs in both the assessment and training components. Such a study can address questions about the means of delivering the SP experience to determine if there is additional value for live versus remote SPs, or video enabled conversation versus chat.