SENIOR MEDICAL-STUDENTS LEARN AS SIMULATED PATIENTS

Techniques of simulated patients, feedback and role play were combined to compare in a randomized, controlled design two methods of teaching interviewing skills to senior medical students. Over a six-month peri od senior medical students enrolled in the ambulatory medicine clerksh ip were entered into the study. Students were randomized into two grou ps. Group 1 (n = 20) students became simulated patients and were inter viewed by two sophomore students, providing the sophomores with feedba ck on technique. Group 2 (n = 29) students practiced the interviewing skills in role play with faculty tutoring. Students in both groups per formed before and after videotaped interviews with simulated patients. All video tapes were rated for technique, using the Arizona Clinical Interview Rating Scale. Results show statistically significant improve ment in interview skills in each group, Group 1 (mean(1) = 3.10, mean( 2) = 3.81, p = 0.0001) and Group 2 (mean(1) = 3.04, mean(2) = 3.66, p = 0.0001). There is no significant difference between the two groups. With a 30% savings in faculty time, it has been demonstrated that seni or students can improve their interviewing skills as well by providing feedback to sophomores as they can by using role play.