Table 3 Evaluation of quality of SP’s roleplaying (teachers). (Scale: 1 = “very good” to 5 = “very bad”)
From: Standardized patients in psychiatry – the best way to learn clinical skills?
Items | N | NMISS | Min | Q1 | Median | Q3 | Max |
|---|---|---|---|---|---|---|---|
The SP played his/her role authentically. | 29 | 0 | 1 | 1 | 1 | 2 | 2 |
The SP overacted. (recoded) | 29 | 0 | 1 | 1 | 1 | 2 | 4 |
The SP could be a real patient.. | 29 | 0 | 1 | 1 | 1 | 2 | 3 |
The SP stayed in his/her role the whole time. | 29 | 0 | 1 | 1 | 1 | 1 | 2 |
The SP challenged the student. | 29 | 0 | 1 | 1 | 2 | 2 | 3 |
The SP adjusted role on student’s level. | 29 | 0 | 1 | 1 | 2 | 2 | 4 |
The SP’s appearance fitted to the played role. | 29 | 0 | 1 | 1 | 1 | 2 | 3 |