Vicarious learning during simulations: is it more effective than hands‐on training?

Abstract

Students appear to learn at least as much, if not more, about doctor-patient communication by observing their peers interact with SPs as they do from interacting with SPs themselves. Instructional support for observing simulations in the form of observation scripts facilitates both vicarious learning and learning by doing. An observation script may focus learners' attention on the important aspects of doctor-patient communication and increase the content-related accuracy of peer feedback.