The paper reviewed the evaluation tools, quality evaluation index and compared the domestic index with that abroad. The competence index for the standardized patients were comprehensively summarized. Lack of unified standardized patient quality evaluation criteria, evaluation tools and quality assessment system in the medical simulation education were current challenges to clinical training with standardized patients. So the paper proposed an effective method for developing universal and particular SP quality assessment tools used in the different fields respectively.
[1]Nestel D, Bearman M. Simulated patient methodology: Theory, evidence and practice[M].UK:John Wiley & Sons Ltd,2014:58.
[2]Petrusa ER. Status of standardized patient assessment:Taking standardized patient-based examinations to the next level[J]. Teach Learn Med,2004,16 (1):98-110.DOI:10.1207/s15328015tlm1601_19.
[3]Martin CT, Chanda N. Mental health clinical simulation: Therapeutic communication[J].Clin Simul Nurs,2016,12(6):209-214.DOI:10.1016/j.ecns. 2016.02.007.
[4]Yuksel C, Unver V. Use of simulated patient method to teach communication with deaf patients in the emergency department[J].Clin Simul Nurs,2016, 12(7):281-289.DOI:10.1016/j.ecns.2016.03.007.
[5]Luctkar-Flude M, Wilson-Keates B, Larocque M. Evaluating high-fidelity human simulators and standardized patients in an undergraduate nursing health assessment course[J].Nurs Educ Today,2012,32(4):448-452.DOI:10. 1016/j.nedt.2011.04.011.
[6]马兵,聂明明,张剑,等.“环太平洋-2014”军事演习中美医院船烧伤救治演练比较与思考[J].中华烧伤杂志,2016,32(1):62-64.DOI:10.3760/cma.j.issn.1009- 2587.2016.01.019.
[7]Wind LA, Dalen VJ, Muijtjens A, et al. Assessing simulated patients in an educational setting: The MaSP (Maastricht assessment of simulated patients) [J].Med Educ,2004,38(1):39-44.DOI:10.1111/j.1365-2923.2004.01686.x.
[8]May W, Fisher D, Souder D. Development of an instrument to measure the quality of standardized/simulated patient verbal feedback[J].Med Educ Dev,2012(2):e3.DOI:10.4081/ed.2012.e3.
[9]Schlegel C, Woermann U, Rethans JJ, et al. Validity evidence and reliability of a simulated patient feedback instrument[J].BMC Med Educ,2012,12(1):6. DOI:10.1186/1472-6920-12-6.
[10]Bouter S, Van WE, Bolhuis S. Construction and validation of the Nijmegen evaluation of the simulated patient (NESP): Assessing simulated patients' ability to role-play and provide feedback to students[J].Acad Med,2013,88 (2):253-259.DOI:10.1097/ACM.0b013e31827c0856.
[11]Anon. Information for users of the standardized patient program[EB/OL]. (2013-10-07)[2018-05-14].http://simulation.mcmaster.ca/spp.html.
[12]刘瑶,张向杰,潘志刚,等.全科医生规范化培训客观结构化临床考试中考官对标准化病人的评价分析[J].中华全科医师杂志,2015,14(4):246-249.DOI:10.3760/cma. j.issn.1671-7368.2015.04.003.
[13]蔡晶晶.本科护生OSCE中SSP培训大纲设计及资质认定的研究[D].太原:山西医科大学,2011.
[14]陶领伟,林平,仰曙芬,等.标准化病人模拟质量评价量表的编制与信度和效度检验[J].中华医学教育杂志,2014,34(3):431-435.DOI:10.3760/cma.j.issn.1673-677X.2014.03.032.
[15]钟远,林平,秦元梅.护理专业客观结构化临床考试中标准化病人质量评价体系的构建[J].中国实用护理杂志,2014,30(16):59-62.DOI:10.3760/cma.j.issn.1672-7088.2014.16.020.
[16]刘少鹏,邓璐璐,范福玲,等.应用德尔菲法构建标准化病人质量评价指标体系的研究[J].重庆医学,2016,45(33):4733-4735.DOI:10.3969/j.issn.1671-8348.2016. 33.042.
[17]刘志强,潘静,李晓华,等.标准化伤员在野战医院训练中的价值探讨[J].白求恩军医学院学报,2009,7(5):319-320.
[18]李雪华,卢天舒,李健,等.护理救援能力培训中标准化伤员核心能力体系的构建[J].中华护理杂志,2016,51(9):1101-1104.DOI:10.3761/j.issn.0254-1769.2016.09.018.
[19]Becker KL, Rose LE, Berg JB, et al. The teaching effectiveness of standardized patients[J].J Nurs Educ,2006,45(4):103-111.
[20]Sanko JS, Shekhter I, Jr KR, et al. Establishing a convention for acting in healthcare simulation: Merging art and science[J]. Simul Healthc,2013, 8(4):215-220.DOI:10.1097/SIH.0b013e318293b814.
[21]Teherani A, Hauer KE, O'Sullivan P. Can simulations measure empathy? Considerations on how to assess behavioral empathy via simulations[J]. Patient Educ Couns,2008,71(2):148-152.DOI:10.1016/j.pec.2008.01.003.
[22]Davis S, Josephsen J, Macy R. Implementation of mental health simulations: Challenges and lessons learned[J].Clin Simul Nurs,2013,9(5):e157-e162. DOI:10.1016/j.ecns.2011.11.011.
[23]Bokken L, Linssen T, Scherpbier A, et al. Feedback by simulated patients in undergraduate medical education: A systematic review of the literature [J].Med Educ,2009,43(3):202-210.DOI:10.1111/j.1365-2923.2008.03268.x.
[24]Smithson J, Bellingan M, Glass B, et al. Standardized patients in pharmacy education: An integrative literature review[J].Curr Pharm Teach Learn, 2015,7(6):851-863.DOI:10.1016/j.cptl.2015.08.002.
[25]Maclean S, Kelly M, Geddes F, et al. Use of simulated patients to develop communication skills in nursing education: An integrative review[J]. Nurs Educ Today,2017,48:90-98.DOI:10.1016/j.nedt.2016.09.018.
[26]Chesser AMS, Laing MR, Miedzybrodzka Z, et al. Factor analysis can be a useful standard setting tool in a high stakes OSCE assessment[J]. Med Educ,2010,44(8):825-831.DOI:10.1111/j.1365-2929.2004.01821.x.
[27]Jeferies AL, Simmons B, Tabak D, et a1. Using an objective structured clinical examination(OSCE)to assess multiple physician competencies in postgraduate training[J].Med Teach,2007,29(2-3):183-191.DOI:10.1080/014 21590701302290.
[28]Howley LD. Standardized patients//Levine AI, DeMaria S Jr, Schwartz AD, et al.The comprehensive textbook of healthcare simulation[G]. New York: Springer,2013:173-190.
[29]Zabar S, Kachur EK, Kalet A, et al. Objective structured clinical examinations: 10 steps to planning and implementing OSCEs and other standardized patient exercises[M].New York: Springer,2013:39-44.
