A research for training and utilization of "Simulated Patient" as educational resource.

我们的研究小组成立的目的，是引进教育资源“模拟病人”，这是有用的医务人员和学生学习与病人沟通。为了推广这种方法，我们进行了以下工作。我们收集了大量关于“模拟病人”的培训和使用的文献。参考这些产品，我们回顾了我们的模拟患者培训课程和在教育活动中使用它们的方法。我们举办了两次模拟病人志愿者说明会，共有80名市民参加。加上之前训练过的10名模拟病人，我们训练了20名志愿者成为模拟病人。我们为模拟专利编写了80个场景。利用这些模拟患者，我们举办了一百多次的教育活动（如：研讨会、工作坊、专题讲座）。在每个活动中，从4到100名参与者接受培训，以认识到与患者沟通的重要性。参与者有医学生、医生、护士、药剂师、社会工作者、家庭佣工等。在这些活动的一部分中，我们使用了三到五个（比平常更多的）模拟患者，以使许多参与者能够体验与模拟患者的角色扮演。在几乎所有的这些活动中，我们都使用了录像机，以便于参与者对他们与模拟病人的角色扮演进行自我评估。我们还将这些教育资源介绍给教育机构的教师。我们在日本医学教育学会年会上报告了这些活动。

Our research group was organized with the aim of introducing the educational resource "Simulated Patient" which is useful for medical professionals and students to learn to communicate with patients. In order to diffuse this method, we carried the following out.1. We collected much literature on the training and utilization of "Simulated Patient". Referring these products, we reviewed our curricula for training of simulated patients and methods to utilize them in educational events.2. We held the explanatory meetings for volunteers for simulated patients twice, and eighty citizens took part in them.3. Adding to ten simulated patients who had been trained before, we trained twenty volunteers to become simulated patients.4. We wrote eighty scenarios for simulated patents to play.5. Utilizing these simulated patients, we held educatinal events (e.g. ; seminar, workshop, and special lecture) more than one hundred times. In each events, from four to one hundred participants were trained to recognize the importance of communication with patients. Participants were medical students, medical doctors, nurses, pharmacists, social workers, home helpers, and so on.6. In a part of these events, we used three or five (more than usual) simulated patients to make it possible that a lot of participants experienced the role plays with simulated patients.7. In almost all of these events, we used video recorder to make it easy for participants to do self-assessments for their role plays with simulated patients.8. We also introduced these educational resources to the teachers of educational institutes.9. We reported these activities at the anual meetings of the Japan Society for Medical Education.