Integrating Standardized Patients to Enhance Practical Training in Health Sciences

Abstract

In the past, classroom lectures and laboratory instruction using mannequins in simulated settings constituted the main modes of instruction in health science institutions. This approach encouraged students to see, understand, touch, and connect different concepts and principles, bridging theory with practice. It enabled them to develop skills, apply these skills in real-life situations, boost their confidence, and make informed clinical decisions. The traditional teaching methods for preparing students for practical training serve as models. However, despite modern technological advancements, these methods still face limitations in fostering interaction, communication, and emotional expression. In fact, communication between service providers and service recipients is important and indispensable, particularly in areas such as psychiatric care, history-taking for disease diagnosis and health counseling. As a result, learners may not develop communication skills or be able to interact with service recipients, potentially leading to ineffective decision-making in practice. Therefore, using standardized patients offers an effective alternative to developing students’ skills. The purpose of this article is to present a comprehensive approach to teaching and learning with standardized patients at every stage of simulation-based education. It includes the characteristics of standardized patients, along with the advantages and limitations from individual and organizational policy perspectives, providing guidelines for preparing health science students for practical training in the future. However, the use of standardized patients in the teaching and learning process requires preparation by the department, teachers, students, and the standardized patients themselves. This preparation is essential to achieve learning objectives and maximize the efficiency of teaching and learning in simulated situations.