Do Students Learn From Playing the Patient? A Study of Peer Role-Play in Prehospital Simulation
Although knowledge gains specific to patient roles were not captured through multiple-choice testing, students perceived substantial learning through peer role-play. The student-as-patient role may be intentionally designed to support cognitive as well as affective learning in simulation-based medical education.
Authors
- Chʿing-sung Shen (ORCID: https://orcid.org/0009-0009-6411-3032)
- Sherri L Rudinsky (ORCID: https://orcid.org/0000-0001-6010-9639)
- Elizabeth Pearce (ORCID: https://orcid.org/0009-0007-8675-7731)
- Rebekah Cole (ORCID: https://orcid.org/0000-0003-2628-8658)
- A Hildreth (ORCID: https://orcid.org/0000-0002-5289-6182)
Institutions
- Henry M. Jackson Foundation (US)
- Uniformed Services University of the Health Sciences (US)
Publication Details
- Journal
- Simulation in Healthcare The Journal of the Society for Simulation in Healthcare
- Published
- 2025-12-12
- DOI
- https://doi.org/10.1097/sih.0000000000000904
- Citations
- 1
- Primary Topic
- Simulation-Based Education in Healthcare
- Type
- article
- Field-Weighted Citation Impact
- 1.16