Educating Beyond the Clinical: A Simulation-Based Pedagogical Model for Socio-Emotional Skill Development in Medical Students

Contemporary medical education faces the challenge of balancing technological advancement with the need for more humanized practices. The increasing technification of medicine, along with factors such as work overload and poor communication skills, has contributed to the loss of empathy and a rise in psychological distress among medical students. In this context, the development of socio-emotional skills (SES)—such as empathy, teamwork, doctor-patient relationship, medical confidentiality, effective communication, and self-Knowledge—becomes essential. This experience report describes the implementation of a socio-emotional realistic simulation activity designed for final-year medical students at FMB-UNESP. The initiative aimed to create an experiential space for the development of behavioral competencies essential to medical practice, such as breaking bad news, expressing empathy in cases of treatment non-adherence, and conflict management. Activity involved trained professional actors performing patients in complex scenarios, allowing students to engage in practical experiences and reflect about their own emotional and behavioral responses. The methodology included an initial checking-in, topic briefing, simulation, and collective debriefing. Collaboration between doctor and psychologist coordinating activity provides a safe and supportive environment in which feelings can be recognized and shared, as students discuss ethical and communication challenges. The main difficulties identified among students included: managing silence, interpreting non-verbal signs of distress, asking open-ended questions, and dealing with intense emotions such as anger and frustration. Debriefing highlighted the importance of recognizing learning gaps, personal vulnerabilities, and the variability of individual coping mechanisms when facing human suffering. Simulation created a safe environment for support and sharing, aimed at developing socio-emotional skills. It is concluded that socio-emotional realistic simulation is a powerful pedagogical strategy to promote empathy, effective communication, and compassionate care in medical practice, contributing to the formation of more humane physicians who are better prepared for the emotional challenges of clinical work.