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Evaluation & the Health Professions
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Teaching with Simulated Patients

Evaluation of the Long-Term Effectiveness of Instruction

Walter L. Gerber

Mark Albanese

Don Brown

Sandra Matthes

University of Iowa Hospitals and Clinics

Previous reports have detailed the efficacy of simulated patients as instructors, giving immediatefeedback on genital/ rectal examination techniques. This prospective study compares the long-term retention of technical and interpersonal skills learnedfrom simulated patients versus traditional methods. The members of a sophomore medical school class were randomly assigned to one of two instructionalprograms during their Introduction to Clinical Medicine course. A random sample from each group was evaluated shortly afterwards. Significant differences were found for 22 of 27 items rates. A similar evaluation was repeated when the students became seniors. The two groups were still different in 13 areas. The results demonstrate the superiority ofsimulated patient training for long-term retention of instructional material. Even 18 months of intervening clinical exposure could not compensatefor initial differences.

Evaluation & the Health Professions, Vol. 8, No. 1, 69-81 (1985)
DOI: 10.1177/016327878500800106
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This article has been cited by other articles:


Home page
 Eval Health ProfHome page
D. B. Swanson and P. L. Stillman
Use of Standardized Patients for Teaching And Assessing Clinical Skills
Eval Health Prof, March 1, 1990; 13(1): 79 - 103.
[Abstract] [PDF]