# Impact of Standardized Patient Programs on Pre-clinical Medical Students' Clinical Readiness: A Narrative Review of the Last Two Decades

## TL;DR

This review explores how using simulated patients in early medical education helps students develop communication and clinical skills before they enter clinical training.

## Contribution

The paper provides a narrative review of the role and outcomes of standardized patient programs for pre-clinical medical students over the last two decades.

## Key findings

- Simulated patient encounters help pre-clinical students practice communication and social aspects of patient interactions.
- Studies show positive feedback from students and educators on the effectiveness of these simulated activities.
- Early exposure to simulated patients can improve students' confidence and attitudes toward patient care.

## Abstract

Standardized patients are a valuable educational tool for students, residents, and even professionals in the healthcare domain. Although their role in improving quality of care, clinical skills, and confidence is well determined for senior students or residents during their formation years, when it comes to pre-clinical year students, simulated patient encounters have a less well-determined role and curriculum integration. With regard to medical education, pre-clinical years are traditionally marked by core knowledge and theoretical lectures conventionally taught in lecture halls, with minimal or no patient contact, given the focus in this vital period of medical formation on gathering information and learning basic science topics. Given the fact that many universities have introduced simulated patient encounters for students in their early medical years, the purpose of this article is to review and describe such experiences published and found in medical databases to fully grasp the benefits, the limitations, and the future directions of such simulated educational activities for young students. Although medical knowledge is scarce and clinical skills are yet to be formed, literature articles exhibit how important social and psychological aspects of doctor-patient encounters can be addressed and rehearsed early on, in controlled, simulated environments that permit exercising verbal and non-verbal communication, appropriate posture, and attitude towards patients in an immersive setting, hopefully improving overall quality of care. In conclusion, the studies described successful models for implementing such simulated activities in the medical curriculum, with positive outcomes and feedback from participating students and educators.