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Comparison of simulated patient and didactic methods of teaching HIV risk assessment to medical residents

  • Atul K Madan
    Correspondence
    Address correspondence to: Atul K. Madan, MD, Tulane University Medical Center, Department of Surgery, 1430 Tulane Avenue, New Orleans, Louisiana 70112
    Affiliations
    Department of Surgery (Madan), Tulane University Medical Center, New Orleans, Louisiana, USA, 70112
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  • Barbara A Caruso
    Affiliations
    Office of Medical Education (Caruso), Medical College of Pennsylvania and Hahnemann School of Medicine, Allegheny University of the Health Sciences, Philadelphia, Pennsylvania, USA
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  • Joanne E Lopes
    Affiliations
    School of Medicine (Lopes), Medical College of Pennsylvania and Hahnemann School of Medicine, Allegheny University of the Health Sciences, Philadelphia, Pennsylvania, USA
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  • Edward J Gracely
    Affiliations
    Department of Community and Preventive Medicine (Gracely), Medical College of Pennsylvania and Hahnemann School of Medicine, Allegheny University of the Health Sciences, Philadelphia, Pennsylvania, 19129 USA
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      Abstract

      Introduction: Physicians need to be well trained in HIV risk assessment interview skills. Little has been written in the literature concerning training methods for this specialized interview.
      Methods: One model to teach the HIV risk assessment interview has been developed and has been used to teach third-year medical students. We compared this interactive model, which uses simulated patients to teach HIV Risk Assessment, to a didactic one. Twelve medical residents were taken through either the interactive session or the didactic session. Pre-post changes from questionnaires were calculated to determine any differences in sessions. Also, Objective Structured Clinical Examinations (OSCEs) were used to grade all residents 2 weeks after their sessions.
      Results: All pre-post changes were calculated and no statistically significant differences were seen (P > 0.50). OSCE interpersonal skills scores and content scores were calculated. The interactive group had statistically significantly higher scores (P < 0.05).
      Conclusion: The data supports the conclusion that an interactive method is more effective to use to train HIV risk assessment interview skills to medical residents when compared to the didactic method.

      Keywords

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