Original Publication
Open Access

Mock Page: Standardized Patient Case

Published: September 14, 2015 | 10.15766/mep_2374-8265.10210

Included in this publication:

  • Mock Page Instructor's Guide.doc
  • Mock Page OSCE Case Resource File.docx

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.

Abstract

This single-station, standardized case assesses the medical knowledge and communication skills of an intern and/or fourth-year medical student in answering a mock page. The authors developed this case as an objective method to assess professionalism and communication skills through the use of a common clinical scenario in the health care system: a page from a nurse about patient care (an infected central venous catheter). This case can be administered as a stand-alone assessment or included as a station in an OSCE. The mock page scenario was created to mimic a naturally occurring communication episode between the learner and a nurse. In this scenario, a standardized nurse was used in the interaction. The authors created a checklist to emphasize items that demonstrate professionalism and communication skills. Medical knowledge checklist items were developed to assess the learner’s ability to correctly identify and manage the clinical scenario of an infected indwelling venous catheter. This station was part of a six-station OSCE performed during the fourth-year medical school sub-internship rotation. This case has also been used during OSCEs administered to residents at the beginning and end of the intern year. Each examinee was provided with written instructions on the door of the station room. Using the checklist, in which items were equally weighted, the nurse assessed each learner during a 3-minute break between interactions. Scores were reported as percent correct on the 12-item checklist. Formative educational feedback on students’ performance was provided to the learner, the sub-internship directors, and the director of the fourth year. Feedback on the interns’ performance was provided to the interns and to their program directors. This feedback allowed medical students to identify areas for self-improvement as they progressed to the intern year, and it allowed individual program directors to reflect on and potentially modify their educational curricula.


Educational Objectives

By the end of this module, learners will be able to:

  1. Communicate professionally on the phone.
  2. Assess a patient’s medical status by phone.
  3. Assess an infected central venous catheter.

Author Information

  • Merry Markham, MD: University of Florida College of Medicine
  • Erik Black, PhD: University of Florida College of Medicine
  • Julia Close, MD: University of Florida College of Medicine
  • Lou Ann Cooper, PhD: University of Florida College of Medicine
  • Gwen Lombard, PhD, RN, MS: University of Florida
  • Lynne Meyer, PhD, MPH: University of Florida College of Medicine
  • Casey White, PhD: University of Virginia School of Medicine
  • Carolyn Stalvey, MD: University of Florida College of Medicine

Disclosures
None to report.

Funding/Support
None to report.


References

  1. Accreditation Council for Graduate Medical Education. ACGME common program requirements. http://www.acgme.org/acgmeweb/Portals/0/PFAssets/ProgramRequirements/CPRs2013.pdf. Published February 11, 2007. Accessed February 19, 2015.
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  4. Interprofessional Education Collaborative Expert Panel. Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, DC: Interprofessional Education Collaborative; 2011.
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  6. Pell G, Fuller R, Homer M, Roberts T. How to measure the quality of the OSCE: a review of metrics—AMEE guide no. 49. Med Teach. 2010;32(10):802-811. http://dx.doi.org/10.3109/0142159X.2010.507716


Citation

Markham M, Black E, Close J, et al. Mock page: standardized patient case. MedEdPORTAL. 2015;11:10210. https://doi.org/10.15766/mep_2374-8265.10210