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Facilitated communication practice with simulated patients (SPs) is a highly effective form of communication training. Unfortunately, little guidance exists on writing SP cases.    Methods  We created a curriculum composed of a case-development workbook and case-writing session with input from national communication educators. In November 2017, we implemented the curriculum in a Teaching Communication Skills course for medical educators. Educators divided into four groups to write cases. Primary outcome was the number of criteria that cases fulfilled. Secondary outcomes were SP evaluation and educator-reported confidence and satisfaction.    Results  Seventeen medical educators (including 15 fellows) completed the curriculum. Four new cases were analyzed against 24 criteria and compared to eight cases written by educators following a previous curriculum. An SP evaluated ease of portrayal for all 12 cases on a 5-point Likert scale (1 =  poor,  5 =  excellent ). Educators completed precurriculum and postcurriculum surveys. Compared to the previous curriculum, cases based on the new curriculum incorporated 26% more case criteria (70% or 16.8 criteria/case vs. 96% or 23.0 criteria/case,  p  < .01). Ease-of-portrayal rating improved but did not differ statistically (mean: 2.8 vs. 4.5,  p  = .11). A moderate correlation was found between number of included case criteria and Likert-scale rating ( r  s  = .61,  p  = .03). Pre- and postcurriculum, educators reported significant increases in confidence (mean: 1.9 vs. 4.0,  p  < .01) and high curricular satisfaction (mean: 4.8).    Discussion  A case-development workbook and case-writing session increased the quality of newly developed SP cases as assessed by prespecified case criteria.

A Curriculum Innovation on Writing Simulated Patient Cases for Communication Skills Education