Evaluating the viability of student role-players for enhancing communication skills in simulated clinical scenarios

Effective communication is a fundamental competency in medical education, underpinning patient safety, trust, clinical reasoning, and shared decision-making. It remains a key domain assessed in Objective Structured Clinical Examinations (OSCEs) worldwide. To strengthen this skill, simulation-based learning has emerged as a pedagogically sound approach that allows students to practice communication and interpersonal skills in a controlled, safe, and reflective environment. Within this setting, simulated patients (SPs)—comprising paid actors (PAs) and student role-players (SRPs)—are widely utilized to replicate authentic patient encounters. This study aimed to evaluate the effectiveness of SRPs as an alternative to PAs in communication skills training. A quasi-experimental design was adopted, involving medical students who participated in simulated sessions with both SRPs and PAs. Quantitative data were gathered using standardized evaluation forms assessing realism, empathy, and communication performance. Analysis indicated that both SRPs and PAs received favorable ratings (median = 4.0), with a significant difference only in the domain of accurate role portrayal (p = 0.029). The findings suggest that SRPs can facilitate communication skill development effectively, offering a cost-efficient and peer-led alternative to traditional PAs. The study underscores the potential of SRPs in promoting empathetic, authentic, and sustainable communication training in medical education.