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Related Experiment Video

Updated: Dec 20, 2025

The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test
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How Do Standardized Patients Form Their Complex Identities? The Impact of Interactions With Medical Students.

Samantha A Starr1, Margaret M Plack, Karen L Lewis

  • 1From The George Washington University, School of Medicine and Health Sciences (S.A.S.); Department of Health, Human Function and Rehabilitation Sciences (M.M.P.), The George Washington School of Medicine and Health Sciences; Clinical Learning and Simulation Skills Center; Clinical Learning and Simulation Skills (CLASS) Center (K.L.L., B.B.), The George Washington University, School of Medicine and Health Sciences.

Simulation in Healthcare : Journal of the Society for Simulation in Healthcare
|May 30, 2020
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Summary

Standardized patients (SPs) develop a complex professional identity through interactions with medical students, finding fulfillment and purpose. This identity involves navigating simulated realities and contributing to both student and personal growth.

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Area of Science:

  • Medical Education
  • Qualitative Research
  • Professional Identity Formation

Background:

  • Standardized patient (SP) identity and its formation are not well understood.
  • Understanding SP identity is crucial for effective recruitment, training, and retention.
  • Social relational theory posits identity forms within social contexts and relationships.

Purpose of the Study:

  • To explore standardized patient identity formation.
  • To investigate the role of interactions with medical students in SP identity development.

Main Methods:

  • Qualitative study utilizing four 1-hour semistructured focus group interviews with 18 SPs.
  • Constant comparative approach and consensus development for data analysis.
  • Multiple methods employed to ensure credibility, trustworthiness, and transparency.

Main Results:

  • Four major themes emerged from SP interactions with medical students.
  • SPs experienced identity transformation into a new professional role.
  • SPs reported self-actualization, judgmental reactions to student behaviors, and simulation-reality interactions.

Conclusions:

  • SPs develop a multifaceted identity through medical student interactions, encompassing multiple roles.
  • This identity fosters purpose, fulfillment, self-actualization, and social responsibility.
  • Challenges include balancing judgment and support for students and navigating real versus simulated selves.