Sensitivity to the patient-learner relationship is required if these practices are utilized but particularly so for more senior learners.
Sports medicine physicians, with their focus on sports and exercise medicine are uniquely trained to provide such expertise to patients, learners and colleagues.
Future studies using this technology could examine how the division of time during walk-rounds impacts outcomes such as patient satisfaction, learner satisfaction, and physician workflow.
The observed patterns of movement could be linked to outcomes such as patient and learner satisfaction scales in an effort to give insight into the optimal rounding strategy.
If the fidelity of the simulator is sufficient, then learning is facilitated through immersion, reflection and feedback but carries the benefit of protection of both patient and learner from risks associated with these clinical situations [ 1].
For example, the doctors explain the treatment and care of the patient to learners, which often is a learning experience for the nurse too.
We advocate that, in properly designed and conducted simulations, the scores and feedback comments from standardized patients to learners regarding their empathic behaviors can identify learners with important deficiencies.
setting, summative or formative assessment type of encounters (e.g. in-patient, out-patient), assessor and learner subject of assessment rating scale, criteria for the allocation of marks, frame of reference the assessment form type of feedback (quantitative/qualitative) assessor training learner instruction.
Medical student and resident training has changed dramatically in the twentyfirst century because of a dynamic shift in the attitudes of our patients and learners, as well as the creation of information technology.
It is not possible to be both patient- and learner-centred in the same space.
