The Use of Standardized Patients in Speech-Language Pathology Assessment in medical education has expanded its focus in recent years from simply testing cognitive knowledge of medical science to testing actual performance in a clinical situation. This performance-based approach is being used increasingly worldwide to assess the clinical skills and competencies of students and professionals in medicine, nursing, ... Article
Article  |   June 2002
The Use of Standardized Patients in Speech-Language Pathology
Author Affiliations & Notes
  • Richard Zraick
    University of Arkansas for Medical Sciences, Little Rock, AR
  • © 2002 American Speech-Language-Hearing Association
Article Information
Speech, Voice & Prosodic Disorders / Professional Issues & Training / Articles
Article   |   June 2002
The Use of Standardized Patients in Speech-Language Pathology
SIG 10 Perspectives on Issues in Higher Education, June 2002, Vol. 5, 14-16. doi:10.1044/ihe5.1.14
SIG 10 Perspectives on Issues in Higher Education, June 2002, Vol. 5, 14-16. doi:10.1044/ihe5.1.14
Assessment in medical education has expanded its focus in recent years from simply testing cognitive knowledge of medical science to testing actual performance in a clinical situation. This performance-based approach is being used increasingly worldwide to assess the clinical skills and competencies of students and professionals in medicine, nursing, dentistry, pharmacy, and associated allied-health disciplines, but has received little formal attention in the discipline of speech-language pathology.
A widely accepted method of performance-based clinical assessment is the Objective Structured Clinical Examination (OSCE). The OSCE is a method of evaluation requiring students to perform specific clinical tasks in a highly structured encounter, usually within a prescribed period of time. Students are evaluated on their skills in history taking, physical or other examination, and behaviors related to interpersonal and communication skills. Predetermined performance criteria are scored on a rating scale or checklist by a trained observer. Sometimes an OSCE may include a short, post-encounter written examination related to the clinical situation. OSCEs may be administered at various points in the educational process— for example, after the second year of medical school, or after completion of a particular clinical rotation. As such, results of an OSCE can provide evaluation of a part of a curriculum and serve as an impetus for its improvement, thus assuring that students are gaining the clinical skills necessary to provide quality patient care.
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