Training Standardized Patients to Provide Effective Feedback: Development, Implementation, and its Effect on the Efficacy of Medical Students’ Education

Abstract Introduction: Standardized patient (SP) encounters are a pivotal part of medical student training and provide essential feedback on student performance. Optimizing the quality of SP feedback allows educators to provide students with focused comments on performance, leading to personal development and better patient care. This project hypothesis states SPs receiving feedback training have greater confidence and offer more effective feedback during student encounters. Methods: SPs were taught to give quality feedback through a training workshop following a feedback model. Surveys were administered immediately prior to and after training for evaluation. Data gathered included demographics and questions relating to confidence in providing feedback and knowledge of communication skills. Performance was evaluated by observing SPs during encounters using a standardized checklist. Results: Attitude assessment between pre- and post-training surveys demonstrated statistical significance for the following items: I have strong knowledge base regarding giving feedback. (p=0.0006), I can easily identify learners’ areas that need improvement. (p=0.0007), I am comfortable reading and interpreting learners’ nonverbal messages. (p=0.0152). Multiple choice question knowledge assessment between pre- and post-training surveys showed statistical significance (p<0.0001). Performance assessment showed the lowest mean completion for the following required feedback tasks: Gave at least one constructive comment (70.19%), tied constructive comment to feeling (57.17%), gave recommendation for next time regarding constructive comment (55.99%). Conclusion: SPs gained knowledge from the training course implemented. Attitudes and self-confidence when providing feedback improved after training. Feedback performance improved over subsequent days and the most difficult feedback to give was related to constructive criticism.