{"id":73478,"date":"2026-06-16T09:56:13","date_gmt":"2026-06-16T01:56:13","guid":{"rendered":"https:\/\/medicine.nus.edu.sg\/taps\/?post_type=issues&p=73478"},"modified":"2026-07-07T09:19:41","modified_gmt":"2026-07-07T01:19:41","slug":"educators-role-in-supporting-socially-shared-regulation-of-learning-among-simulated-patients","status":"publish","type":"issues","link":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/educators-role-in-supporting-socially-shared-regulation-of-learning-among-simulated-patients\/","title":{"rendered":"Educators\u2019 role in supporting socially shared regulation of learning among simulated patients"},"content":{"rendered":"

Submitted: 22 July 2025
\r\nAccepted: 9 March 2026
\r\nPublished online: 7 July, TAPS 2026, 11(3), 38-42
\r\nhttps:\/\/doi.org\/10.29060\/TAPS.2026-11-3\/SC3828<\/a><\/p>\r\n

Kaho Hayakawa1<\/sup>, Osamu Nomura1<\/sup>, Chihiro Kawakami1<\/sup>, Kazuhiko Fujisaki1<\/sup>, Keiko Abe2<\/sup> & Takuya Saiki1<\/sup><\/span><\/span><\/p>\r\n

1<\/span><\/sup><\/i>Medical Education Development Centre, Gifu University, Japan; 2<\/sup>Department of Nursing, Kinjo Gakuin University, Japan<\/span><\/i><\/span><\/i><\/p>\r\n

Abstract <\/span><\/b><\/p>\r\n

Introduction: <\/span><\/b>Simulated patients (SPs) are individuals trained to portray patients in medical education. With the adoption of Objective Structured Clinical Examinations (OSCEs) in Japan, high-quality SP training is increasingly important. The Socially Shared Regulation of Learning (SSRL) model is useful to enhance SP collaboration and reflection during OSCE preparation. This study uses the SSRL framework to examine SPs\u2019 learning processes and perceptions of their collaborative roles.<\/b><\/span><\/p>\r\n

Methods: <\/span><\/b>A qualitative study was conducted with 14 SPs from a Japanese medical university. Semi-structured interviews (approximately 30\u201360 minutes, in-person or online) explored participants\u2019 experiences and roles. We conducted a thematic analysis for the interview transcripts guided by the SSRL model. Two researchers independently coded the data and resolved discrepancies through discussion. Ethical approval and informed consent were obtained.<\/b><\/span><\/p>\r\n

Results: <\/span><\/b>Analysis yielded four main themes. 1) Clear goals from educators: SPs valued learning goals and felt anxious when objectives were ambiguous. 2) Educator-facilitated shared regulation: Debriefing and feedback from educators supported SPs\u2019 reflection and collaboration. 3) Support from Senior SPs for Junior SPs: Seniors provided role modelling, emotional support, and motivation for novice SPs. 4) Co-regulation among SPs: SPs respected peers\u2019 roles and learned collaboratively.<\/b><\/span><\/p>\r\n

Conclusion: <\/span><\/b>SP learning was enhanced through socially shared regulation when supported by clear goals, peer collaboration, and educator guidance. Educators play a key role in setting objectives and facilitating reflection to deepen collaborative learning. Challenges in self- and peer-assessment highlight the need for structured support. These insights can inform the design of SP educator development programs emphasising facilitation of collaborative learning.<\/span><\/p>\r\n

Keywords<\/span>:<\/span><\/b> \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Simulated Patient, Communication, Socially Shared Regulation of Learning, Medical Education, Educator Role <\/i><\/span><\/p>\r\n

<\/span>I. INTRODUCTION<\/span><\/strong><\/p>\r\n

A simulated patient (SP) is an individual trained to realistically portray patients with specific symptoms and backgrounds. As patient-centred care gains importance, healthcare professionals are increasingly expected to collaborate with patients while respecting diverse values. Therefore, SPs have become essential educational resources in medical education (Lewis et al., 2017<\/span>).<\/span> Furthermore, in Japan, the introduction of the Objective Structured Clinical Examination into the national licensing system has emphasised the need for high-quality SPs in clinical communication assessments. Consequently, SPs must develop greater professionalism <\/span>and competencies. This has led to the creation of SP certification systems in Japan based on international training guidelines (Lewis et al., 2017). SP groups in Japan are operated by universities and nonprofit organisations, with universities often serving as the main managing bodies. However, many institutions lack faculties dedicated to specialised SP training. Moreover, many SPs work on a volunteer basis, and improvements in acting and feedback techniques are largely left to self-directed or peer learning. Under such conditions, opportunities for collaborative learning among SPs are essential, along with timely and supportive interventions.<\/span><\/p>\r\n

The Socially Shared Regulation of Learning (SSRL) model offers a useful framework for theoretically understanding this type of learning (J\u00e4rvel\u00e4 et al., 2013). SSRL describes a collaborative process in which learners engage in four phases:<\/span><\/p>\r\n