Effect Size in Clinical Education Using Standardized Geriatric Patient Simulation

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The recommendation by Skinner (2017) that a standardized geriatric patient simulation should be integrated into community health courses was not fully supported by the data and findings. First, in addition to the lack of statistical significance noted by the authors, the effect size was calculated to determine the difference in aging knowledge test scores before and after the simulation and found it was only r = 9.1%, which is low according to Cohen's criteria ( Cohen, 1988 ); therefore, there was not even a trend toward effectiveness in increasing knowledge of aging. Second, in a qualitative component, many of the student participants made positive statements about how much was learned about older adults, but this conflicted with the unimproved knowledge scores. No negative statements were presented. The discrepancy between the quantitative and qualitative findings can be possibly explained by the absence of any methods for assessing the credibility or dependability of the qualitative findings, such as the classic methods of Lincoln and Guba (1985).