Developed in 1996, the Standardized Performance Assessment Laboratory (SPAL) at Des Moines University gives medical students exceptional opportunities to experience clinical scenarios before they treat actual patients. As a result, students can practice their professionalism, communication, organization, clinical reasoning, and examination skills without risk to themselves or their patients.

Standardized patients are trained to simulate patients with physical conditions such as chest pain, sensory loss, joint restriction, cancer, chronic disease, muscle weakness, and emotional or behavioral problems. During a SPAL practical session, students review a patient’s presenting information and complete a history and physical examination (no invasive exams or tests) as appropriate. Following the encounter, the learners document their findings in writing or give an oral presentation to faculty who provide feedback regarding their interviewing/examination/presentation skills and the student/patient relationship. Standardized patients also offer written or verbal feedback regarding a student’s interpersonal skills.

This does not only benefit the students. Exposure to varied clinical scenarios allows the reviewing faculty and professionals to reinforce what they learned in their education and clinical practice. They can also learn from students directly by interpreting and responding to student/patient interactions. This experience allows professionals to demonstrate and apply knowledge of accepted standards of clinical medicine, enhance leadership and communication skills, advocate for patient welfare and adherence to ethical principles, and integrate evidence-based medicine into patient care.

SPAL is part of Des Moines University’s commitment to providing experiential learning opportunities for professionals and students. 

Objectives

This course addresses the development of the following American Osteopathic Association Core Competencies:

• Osteopathic philosophy, principles, and practice
• Medical knowledge
• Patient care
• Interpersonal and communication skills
• Professionalism
• Practice-based learning and Improvement
• Systems-based practice