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Medical students' perspectives on learning challenging patient communication through simulated patients : insights mirrored by teachers

Erici, Sten LU ; Westling, Sofie LU orcid ; Lindqvist, Daniel LU ; Lindström, Mats B LU orcid and Edelbring, Samuel LU (2026) In Medical Teacher p.1-10
Abstract

INTRODUCTION: Future physicians must develop the necessary knowledge and skills to effectively manage challenging patient communication. To design linked meaningful learning activities, perspectives from students and teachers need to be taken into account as well as students' previous knowledge. Aiming to better understand how this knowledge can be acquired through patient simulation, we examined students' perceptions, mirrored in teachers' reflections, and how these relate to the medical curriculum.

METHODS: Data were collected from students and teachers during the ninth semester of a medical program in Sweden. A narrative survey and individual interviews were conducted. Using thematic analysis, we analyzed nineteen student... (More)

INTRODUCTION: Future physicians must develop the necessary knowledge and skills to effectively manage challenging patient communication. To design linked meaningful learning activities, perspectives from students and teachers need to be taken into account as well as students' previous knowledge. Aiming to better understand how this knowledge can be acquired through patient simulation, we examined students' perceptions, mirrored in teachers' reflections, and how these relate to the medical curriculum.

METHODS: Data were collected from students and teachers during the ninth semester of a medical program in Sweden. A narrative survey and individual interviews were conducted. Using thematic analysis, we analyzed nineteen student surveys, five student interviews, and four teacher interviews to explore perceptions of learning. The student themes were then used to identify corresponding subthemes in the teacher data through a mirroring process.

RESULTS: Self-knowledge was identified as a crucial skill in order to effectively convey empathy in challenging patient communications. Patient simulation was described as a valuable learning activity which, however, lacked integration with adjacent learning activities in the medical program. Learning progression was hindered by a disconnect between communication-related learning activities and those focused on medical knowledge.

CONCLUSION: Both self-knowledge and medical knowledge are perceived as essential for learning how to manage challenging patient communication. Our findings suggest that the learning of patient communication and medical knowledge should be integrated in the curriculum and reinforced across various settings. Patient simulation is a valuable method for developing self-knowledge and communication skills.

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author
; ; ; and
organization
publishing date
type
Contribution to journal
publication status
epub
subject
in
Medical Teacher
pages
1 - 10
publisher
Taylor & Francis
external identifiers
  • scopus:105027991391
  • pmid:41504277
ISSN
0142-159X
DOI
10.1080/0142159X.2025.2603356
language
English
LU publication?
yes
id
641b9ba7-755b-490d-90ca-00f32c157549
date added to LUP
2026-02-02 09:29:07
date last changed
2026-02-17 05:18:41
@article{641b9ba7-755b-490d-90ca-00f32c157549,
  abstract     = {{<p>INTRODUCTION: Future physicians must develop the necessary knowledge and skills to effectively manage challenging patient communication. To design linked meaningful learning activities, perspectives from students and teachers need to be taken into account as well as students' previous knowledge. Aiming to better understand how this knowledge can be acquired through patient simulation, we examined students' perceptions, mirrored in teachers' reflections, and how these relate to the medical curriculum.</p><p>METHODS: Data were collected from students and teachers during the ninth semester of a medical program in Sweden. A narrative survey and individual interviews were conducted. Using thematic analysis, we analyzed nineteen student surveys, five student interviews, and four teacher interviews to explore perceptions of learning. The student themes were then used to identify corresponding subthemes in the teacher data through a mirroring process.</p><p>RESULTS: Self-knowledge was identified as a crucial skill in order to effectively convey empathy in challenging patient communications. Patient simulation was described as a valuable learning activity which, however, lacked integration with adjacent learning activities in the medical program. Learning progression was hindered by a disconnect between communication-related learning activities and those focused on medical knowledge.</p><p>CONCLUSION: Both self-knowledge and medical knowledge are perceived as essential for learning how to manage challenging patient communication. Our findings suggest that the learning of patient communication and medical knowledge should be integrated in the curriculum and reinforced across various settings. Patient simulation is a valuable method for developing self-knowledge and communication skills.</p>}},
  author       = {{Erici, Sten and Westling, Sofie and Lindqvist, Daniel and Lindström, Mats B and Edelbring, Samuel}},
  issn         = {{0142-159X}},
  language     = {{eng}},
  month        = {{01}},
  pages        = {{1--10}},
  publisher    = {{Taylor & Francis}},
  series       = {{Medical Teacher}},
  title        = {{Medical students' perspectives on learning challenging patient communication through simulated patients : insights mirrored by teachers}},
  url          = {{http://dx.doi.org/10.1080/0142159X.2025.2603356}},
  doi          = {{10.1080/0142159X.2025.2603356}},
  year         = {{2026}},
}