Abstract
Simulated patients (SPs) who give feedback to students after a simulated physician-patient consultation are widely used in medical education for teaching communication skills. However, we can observe inconsistencies between the feedback provided by SPs and the simulated interactions. These inconsistencies cannot be explained by the subjective perspective of SPs. They rather point towards the necessity of appropriate criteria for assessing simulated consultations. Using an example, I will compare and contrast SP feedback statements with the corresponding doctor-patient interactions. Taking communication goals and SP reactions as criteria, I will outline discrepancies between the simulation and the evaluation given in the feedback. I am going to show that problems arise especially with respect to the sequence of the interaction as well as the evaluations implicitly communicated in SP reactions.
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