Educational Activities

Simulations allow for valid and reliable assessments of Core Entrustable Professional Activities (Core EPAs) such as: gather a history and perform a physical examination, prioritizing a differential diagnosis following a clinical encounter, provide an oral presentation of a clinical encounter, collaborate as a member of an interprofessional team, give or receive a patient handover to transition care responsibility, and obtain informed consent for tests and/or procedures.

The CSEEC is involved in the teaching and assessment of learners in the following areas:

Undergraduate medical education

  • Introduction to Clinical Medicine, Years I and II (ICM)
  • Family Medicine – (Clerkship)
  • Internal Medicine – (Clerkship and Sub-Internship)
  • Surgery – (Clerkship and SubInternship)
  • Pediatrics – (Clerkship)
  • Obstetrics and Gynecology – (Clerkship)
  • Psychiatry – (Clerkship)
  • Neurology – (Clerkship)

Other health professionals

SPs are also used in the teaching and assessment of physician assistant and nurse practitioner students. The Pacific AIDS Education and Training Center (PAETC) also uses standardized patients in their training of medical and dental students, residents and counselors.

Graduate medical education

The family practice, internal medicine, and surgery residencies as well as the pediatric anesthesiology fellowship, have used and will be using standardized patients for assessment of their learners.

Learners interact with a standardized patient to take a history, perform a physical examination, counsel and educate the patient or negotiate management plans.

Standardized patients are used to objectively assess the clinical performance skills of medical students. In ICM I, there are two Objective Structured Clinical Assessments (OSCAs). In Year II ICM, an Objective Structured Clinical Assessment (OSCA) is used as a formative tool for students and faculty to diagnose the clinical skills of students. An Objective Structured Clinical Examination (OSCE) is given towards the end of the second year, which serves as the clinical skills examination for the two-year Introduction to Clinical Medicine course.

In the clerkships, Objective Structured Clinical Examination (OSCEs) are used for end-of-rotation assessments.

At the beginning of the fourth year, a Clinical Performance Examination (CPX) is used to assess the student’s ability to use all clinical skills in an appropriate way, based on the presented problem. This is a graduation requirement, and students who do not perform satisfactorily are remediated, and then retake the examination.

Residents and fellows are assessed on their clinical skills, communication and interpersonal skills and patient management skills.

The encounters are taped and faculty and students can observe and review the videos together, thus providing students with the opportunity to sharpen their clinical skills.