Educators’ role in supporting socially shared regulation of learning among simulated patients

Introduction: 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’ learning processes and perceptions of their collaborative roles. Methods: A qualitative study was conducted with 14 SPs from a Japanese medical university. Semi-structured interviews (approximately 30–60 minutes, in-person or online) explored participants’ 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. Results: 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’ 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’ roles and learned collaboratively. Conclusion: 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.