Introduction: The STANDARDIZED PATIENT Program (SPP) is a standard educational training method which provides the preclinical students a better clinical foundation by linking the realm of clinical medicine to basic sciences. It incorporates a modern simulation technique and enhances the ability of the students wherein they can practice, apply and learn the basics of PATIENT encounter. The main objective of this study was to analyze the implementation and efficiency of the SPP in Avalon University School of Medicine (AUSOM). Methods: A quasi-experimental “ before-and-after” study design was conducted among the 3rd Semester (MD3) medical students at AUSOM. 24 students voluntarily participated in the study. The effectiveness of the program was evaluated after comparing the summative examination scores before and after implementation of the SPP (graded in 100 points system). Mean scores were calculated and a comparison of the change in scores was made, using a paired t-test in Stata (© Stata corp). Results: The mean final summative clinical skills examination scores of the students before and after the introduction of the SPP were 78. 46± 6. 62 (SEM: 1. 35, range: 89-70) and 86. 54± 6. 41 (SEM: 1. 31, range: 98-65), respectively. There was a statistically significant increment (t=5. 5058, p=0. 0001) in the scores of the students after the introduction of the SPP. Conclusion: Introduction and implementation of SPP at AUSOM at preclinical years increased the overall students’ performance in clinical skills. It is necessary that medical schools implement SPP early in preclinical years to strengthen learning and inoculate necessary clinical skills in medical students.

Introduction: Using STANDARDIZED PATIENT (SP) in teaching history taking provides medical students with an opportunity to learn how to communicate with PATIENTs. A STANDARDIZED PATIENT is a person who has been carefully coached to simulate an actual PATIENT so accurately. This study was performed to assess the effect of using SP on improving history taking skill of third year medical students.Methods: In a quasi-experimental study, 95 students of "Introduction to Clinical Medicine" were divided into two experiment and control groups in 2007-2008. The control group received instruction on history taking skills through usual method of lecture. The experiment group was instructed using SP. At the end of the course, the students’ history taking skills were evaluated through an Objective Structured Clinical Examination (OSCE) and the mean scores of the two groups were compared. Also the students' viewpoints were investigated using a researcher-made reliable and valid questionnaire.Results: Although no significant difference was observed between the scores of individual items of checklist in the two groups, the total mean score of the experiment group (7.03±1.349) was significantly higher than that of the control group (5.8 ± 1.473) (P<0.004). Most students (86.5%) preferred using SP for their instruction compared to lecture method.Conclusion: STANDARDIZED PATIENT provides an appropriate opportunity for new medical students to experience and learn history taking and communication skills. It is highly recommended to use SP not only in teaching history taking and communication skills but also in physical examination course.

Background: A key component in PATIENT safety and care quality is accurate communication during handover. The Joint Commission on Accreditation of Health care Organizations (JCAHO) has established standardizing handover as a priority for improving PATIENT safety since 2006. So, the aim of this study was to develop a STANDARDIZED tool to improve PATIENT safety during nursing handover in pediatric wards.Methods: This study conducted using a cooperative inquiry during 19 month in 2012-2013 in a pediatric ward in Shiraz in the South of Iran. The participants including 12 nurses, 2 diplomas, the head nurse and the academic researcher as a facilitator worked through two cycles of reflection and action for change. During the change program the participants designed and used a standard tool for nursing handover for about 6 months. This tool considered PATIENT safety during nursing handover. Nurses’ satisfaction and PATIENT safety was assessed after the program using a questionnaire.Findings: Result of the study showed that PATIENT safety and nurses’ satisfaction improved significantly. Reflection on actions in two cycles resulted in designing and implementing action plans for change and learning in both participants and facilitators.Conclusion: This study resulted in designing a STANDARDIZED tool for nursing handover for improving PATIENT safety. Furthermore it resulted in a deep understanding of participant about principles of handover in real world and applicable knowledge through action for change and reflection on it. Finally nurses could establish the foundation of a safety nursing handover successfully.