In this assessment program each entering house staff member interviews and is evaluated by a nonphysician mother who presents the medical history of her child. Remedial instruction is provided for all who do not perform in accordance with established minimum criteria. (Author/LBH)

The University of Arizona College of Medicine program described extends the role of practical instructor or programmed patient to that of evaluator and teacher of neurological examinations skills for preclinical medical students. The process may help improve the quality of medical education without increasing the size of clinical faculty. (LBH)

To provide objective evaluation of students' physical diaonosis skills, nonphysician patient instructors (PIs) with stable positive findings were trained by physicians to function in the multiple roles of patient, teacher, and evaluator. Medical students examine the PIs and are evaluated by them on their technique and diagnosis ability.…

An inexpensive videotape testing system has been developed at the Department of Pediatrics and Department of Medical TV-Cinematography at the University of Arizona College of Medicine. The development and validation of a test using this system to assess observational skills important for accurate physical diagnosis are described. (LBH)

The potential of nurse practitioners as clinical instructors of physical examination skills is discussed. A new first-year medical school course in physical examination designed and implemented at the University of Arizona College of Medicine is reported. (Author/LBH)

A study of a medical student clinical assessment program since 1986 at the University of Massachusetts indicates student awareness of increased faculty observation and increased feedback to students during and following clinical rotations. Results indicate a conscious faculty effort to improve students' clinical skills by improved observation and…

Medical students (N=284) from four Northeastern medical schools interacted with standardized patients, then were given a free-response form (blank form for writing diagnostic impressions) and then they completed a cued-response form, which listed a series of diagnoses generated by the case author. The patients also completed a checklist. (MLW)

Medical schools (N=136) were surveyed concerning their use of standardized patients (lay persons trained to replicate a clinical encounter consistently and realistically). Among 16 specific topics covered are breast and pelvic examination, male genitourinary examination, interviewing skills, administration of program, start-up concerns, and…

A study investigated possible differences in standardized patient examination scores for three groups of undergraduate (n=176) and graduate (n=221) medical students assessed at different sites over two years. Results show no systematic change in scores over testing dates, suggesting no problems with breach of test security. (MSE)

In 1976-77 a physical examination course taught by nurse practitioners (NPs) at the University of Arizona College of Medicine was implemented. In 1977-78 a research project examined whether students' ability to perform varied according to whether they were taught by NPs, residents, or physicians; no significant differences were found. (Author/MLW)

Faculty from 5 New England medical schools developed 36 patient cases representing a variety of common ambulatory-care problems. Students were tested by interacting with 16 different standardized patients, who were nonphysicians trained to accurately and consistently portray a patient in a simulated clinical setting. (Author/MLW)