ArticleAdvances in simulation (London, England)2023
Three perspectives on learning in a simulated patient scenario: a qualitative interview study with student, simulated patient, and teacher.
Article in Advances in simulation (London, England), 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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Who cites it
3 citing papers in PubMed.
- Learning in the moment: simulated patients' engagement in students' meaningful learning during communication training-a stimulated recall study.Advances in simulation (London, England) · 2025Article
- A Systematic Review of Emotional, Cognitive, and Logistical Factors Influencing Simulated Patient Performance in Simulation-Based Education.Advances in medical education and practice · 2025Review
- How simulated patients contribute to student learning in an authentic way, an interview study.Advances in simulation (London, England) · 2024Article
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Authors and funding
4 authors.
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Abstract
introductionPatient simulation can be useful for medical students in developing communication skills for vulnerable situations. Three participants are primarily involved in the patient simulation activities: the student, the simulated patient (SP), and the teacher. We here aimed to explore these participants' perceptions of learning in a patient simulation scenario.
methodsWe conducted individual interviews with eight students, three teachers, and one SP at a psychiatry placement of a Medical Doctor Program (5th year). During the interviews we asked the participants to watch a video of their participation in a patient simulation session. Thus, we obtained three perspectives on each of the eight recordings. We analysed our data with qualitative content analysis.
resultsThree themes were generated: identity formation, collaborative learning, and learning intentions. This highly emotional scenario forced students out of their comfort zone, to the intersection of their roles as private person and professional. The SP perceived the collaborative creation of the scenario as significant learning. The teacher took a professional position and perceived the learning in the perspective of a future colleague.
conclusionsThe mutually created emotionally loaded scenario was found to be important from all three perspectives, forcing the students to identify unexpected ways of communicating. This possibly enhanced their professional identity development. Implications for future research can be to explore the process of skills transfer.
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