Can students in simulation portray a psychotherapy patient authentically with a detailed role-script? Results of a randomized-controlled study.

Abstract

The use of simulated patients (SPs) is increasing in popularity in psychotherapy training, but costs can limit their further spread. With a view to potentially lowering costs of recruitment and SP training, we examined whether a detailed patient role-script helped students to simulate a depressive patient more authentically than when they were only given basic information. A randomized controlled study design was applied. Student SPs (N = 59) were randomly allocated to an experimental (i.e., in-depth role-script) or control condition (i.e., text task). SPs' authenticity was evaluated from four different perspectives, including the SPs themselves, the study therapist involved in the simulations, two independent raters, and a licensed therapist. We found in-depth role-scripts to have a significant effect on SPs' authenticity ( p < .001). No correlation was found between SPs' authenticity with SPs' acting and psychotherapy preexperience, empathy, and personality. Authenticity correlated with extraversion (r = .36, p < .01) and the empathic concern scale (r = .27, p < .05) from self-report measures. The students were capable of authentically portraying a patient after receiving an in-depth role-script. Engaging students as SPs is thus reasonable. Detailed role-scripts could be easily implemented into curriculum for peer-simulations. Given the promising findings, future studies should examine the comparison between student SPs and real patients. Public Significance StatementThis study demonstrates that student simulated patients (SPs) are capable of authentically portraying a depressive patient. Using detailed role-scripts and engaging students in simulation-based education could lower SP-associated costs.