Between reality and perception: Medical students’ impressions of simulated patients

Abstract

ABSTRACT Introduction: Contemporary medical education demands professionals who are technically competent and, simultaneously, possess communication, reflective, and ethical skills. In this context, simulated patients (SP) are a standout pedagogical tool. Objective: To qualitatively analyze students’ perceptions of their experience with simulated patients, focusing on emotional, technical, and communicative aspects. Method: Qualitative, descriptive, and exploratory study based on the Consolidated Criteria for Reporting Qualitative Research (COREQ) guideline. The sample consisted of 353 students from five fourth-semester classes (2022-2024). Data were collected via an online form with mandatory essay questions and were subjected to thematic analysis according to Minayo (1994). Results: Three central categories emerged: (1) anxiety, which was present at the beginning of the practice but was progressively reduced by the repetition of the sessions and structured feedback; (2) technical development - perception of clinical evolution, self-reflection, and strengthening of professional identity; and (3) communication of bad news - a complex experience that revealed weaknesses and the value of simulation as a protected space for empathetic training. Conclusion: The PS practice contributed to the emotional, technical, and communicative maturation of the students, strengthening their confidence and sensitivity in clinical interactions. These findings reinforce the value of clinical simulation in medical education and suggest its systematic incorporation into curricula.