The contribution of simulated patients to meaningful student learning
Open accessAbstract
Introduction Communication training with simulated patients (SPs) is widely accepted as a valuable and effective means of teaching communication skills. However, it is unclear which elements within SP-student encounters make these learning experiences meaningful. This study focuses on the SP’s role during meaningful learning of the student by giving an in-depth understanding of the contribution of the SP from a student perspective. Methods Fifteen bachelor Technical Medicine students were interviewed. Technical medicine students become technical physicians who optimize individual patient care through the use of personalized technology. Their perceptions of meaningful learning experiences during SP-student encounters were explored through in-depth, semi-structured interviews, and analyzed using thematic analysis. Results Three main themes were identified that described what students considered to be important for meaningful learning experiences. First, SPs provide implicit feedback-in-action. Through this, students received an impression of their communication during the encounter. Implicit feedback-in-action was perceived as an authentic reaction of the SPs. Second, implicit feedback-in-action could lead to a process of reflection-in-action, meaning that students reflect on their own actions during the consultation. Third, interactions with SPs contributed to students’ identity development, enabling them to know themselves on a professional and personal level. Discussion During SP encounters, students learn more than just communication skills; the interaction with SPs contributes to their professional and personal identity development. Primarily, the authentic response of an SP during the interaction provides students an understanding of how well they communicate. This raises issues whether standardizing SPs might limit opportunities for meaningful learning.
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Peer feedback enhanced students' communication skills while simultaneously maintaining a supportive and collegial learning environment.
“Lovink et al. [88] found that peer feedback enhanced students' communication skills while simultaneously maintaining a supportive and collegial learning environment.”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [88]
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- Authors
- Lovink, A., Groenier, M., Van der Niet, A., Miedema, H., & Rethans, J.-J.
- Affiliations
- University of Twente (NL)
- Maastricht University (NL)
- Corresponding author
- Lovink, Annelies
- Venue
- Perspectives on Medical Education
- Publisher
- Ubiquity Press, Ltd.
- Published
- 2021-10-12
- Volume
- 10
- Issue
- 6
- Pages
- 341-346
- ISSN
- 2212-2761 (ISSN-L)
- 2212-277X
- PMC
- PMC8633349
- OpenAlex
- W3206548927
- Cited by
- 33
- References
- 19
- Citations by year
- 2026: 4 · 2025: 14 · 2024: 8 · 2023: 4 · 2022: 1 · 2021: 2
- FWCI
- 2.51
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Perspectives on Medical Education (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Research Publications (Maastricht University) (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Radboud Repository (Radboud University) (submittedVersion)
- Radboud Repository (Radboud University) (submittedVersion, other-oa)
- Research Publications (Maastricht University) (submittedVersion, other-oa)
- Topics
- Health Sciences › Medicine › Physiology › Simulation-Based Education in Healthcare
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Medicine › Psychiatry and Mental health › Empathy and Medical Education
- Keywords
- standardized patients, meaningful learning, communication skills training, medical students, implicit feedback, reflection-in-action, professional identity formation, student perceptions
- MeSH terms
- Clinical Competence, Communication, Humans, Learning, Students, Medical, Patient Simulation
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