Standardized Patient Case: Evaluation of Hearing Loss

Abstract

OPEN ACCESSOctober 2, 2012Standardized Patient Case: Evaluation of Hearing Loss Kate Martin, MD Kate Martin, MD University of Nevada School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.9246 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail AbstractThis resource is a standardized patient case featuring Bill Thompson, an older man who has been experiencing the gradual onset of hearing loss. The case was originally designed to provide a formative tool to assess third-year medical students' skills in gathering information and writing a progress note in a timed environment. Medical students must be proficient in the domains of communication, data gathering, and documentation to succeed within the time constraints of the United States Medical Licensing Examination (USMLE) Step 2 Clinical Skills (CS) exam. This case was implemented to help prepare our third-year medical students for a high-stakes standardized patient examination that occurs at the end of their primary care clerkships block. That examination has been modeled after the USMLE Step 2 CS exam, which is a graduation requirement at our medical school. In anonymous evaluations, students reported that the simulated test activity was helpful preparation for their examination. However, they indicated a desire for a greater amount of participation, as the original activity was largely observational. The case has since been modified to allow greater student participation on a graduated level by experience. Educational Objectives By the end of this case, first-year medical students will be able to: Observe a hypothesis-driven interview and focused physical examination (PE) involving one of the special senses in 20 minutes.Document necessary portions of a standardized patient encounter.Create an appropriate SOAP note in 15 minutes, focusing on the history of present illness (HPI) and PE. By the end of this case, second-year medical students will be able to: Perform a hypothesis-driven interview and focused PE involving one of the special senses in 20 minutes in collaboration with other students.Document necessary portions of a standardized patient encounter.Create an appropriate SOAP note in 15 minutes, including two to three most likely assessments/diagnoses. By the end of this case, third-year medical students will be able to: Perform a hypothesis-driven interview and focused PE involving one of the special senses in 15 minutes independently.Document necessary portions of a standardized patient encounter.Create an appropriate SOAP note in 10 minutes, including two to three most likely assessments/diagnoses and a prioritized plan. By the end of this case, fourth-year medical students will be able to: Perform a hypothesis-driven interview and focused PE involving one of the special senses in 20 minutes and model this behavior for a group of first-year medical students.Explain the documentation process of necessary portions of a standardized patient encounter.Evaluate a SOAP note for this encounter, focusing on the HPI and PE portions. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Bill Thompson - SOAP Note.doc Revision_Bill Thompson Rating Scale.doc Revision_Bill Thompson_Case.doc Revision_Bill Thompson_Instructor Guide.doc To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationMartin K. Standardized Patient Case: Evaluation of Hearing Loss. MedEdPORTAL. 2012;8:9246. https://doi.org/10.15766/mep_2374-8265.9246 Copyright & Permissions© 2012 Martin. This is an open-access publication distributed under the terms of the Creative Commons Attribution-NonCommercial-Share Alike license.KeywordsSpecial SensesSOAP NoteHearing LossInterviewingPhysical Examination Disclosures None to report. Funding/Support None to report. Loading ...