General Competence Research Articles

FC10: Telehealth for Older Adults: Developing telehealth competencies to ensure access, quality and equity across the lifespan

Background:Telehealth has been an important method of health care delivery during the pandemic, particularly for older adults who have been more vulnerable to the physical and psychosocial impacts of the pandemic and associated isolation. Older adults have specific medical and mental health care needs that would benefit from having access to geriatric speciality services, however these services may be difficult to access especially for those living in rural areas. Though the use of technology and telehealth has greatly expanded during the pandemic, many health systems and clinicians lack the necessary knowledge, skills and attitudes to fully integrate technology in the health care of older adults. General telehealth competencies are available to guide educators, however, competencies to address the unique needs of older adults have yet to be developed.Objectives:This literature review was conducted to evaluate what approaches are needed for clinicians to gain skills and knowledge in order to competently deliver telehealth services to older adults.Methods:The review was completed using the six-stage scoping review process in line with the PRISMA checklist in PubMed/Medline and other databases from years 2000 to 2023 based on concept areas of (I) education/competencies, (II) telehealth delivery and (III) older adults.Results:From a total of 813 articles, the authors found 88 eligible for full text review and 16 papers sufficiency relevant to the search criteria. Some evidence exists for telehealth competencies specifically for clinicians caring for older adults. Themes that emerged include the role of interprofessional and experiential learning, telepresence, technology training and support, and adaptations for older adults. Education of clinicians and trainees increased knowledge of its usefulness and improved attitudes related to acceptance and utilization. Training rather than ad hoc exposure to telehealth technology was emphasized. Clinician/student-provided training improved access and acceptance to telehealth in older adults. Suggested adaptations for older patients included the involvement of caregivers in the visit, especially for patients with cognitive impairment.Conclusions:It appears that training – more than ad hoc experience – for clinicians and trainees increases knowledge, skills and attitudes toward telehealth for the care of older adults. Additional research is needed to define training interventions, cross-sectional versus longitudinal approaches and specify competencies (i.e., skills) and optimal learning methods.

Evaluating the Communicative Competence of EFL Students in Iraqi Universities

Abstract Recent teaching methods have made communication competence (CC) a central component, and the enhancement of EFL students' communicative competence has been given a great deal of attention in recent years. Within this context, this study was designed to assess the CC of Iraqi students majoring in English Language and literature at the tertiary level. In order to achieve this objective, the researchers aimed to collect responses from 509 Iraqi EFL students who are affiliated to six universities in different geographical regions of Iraq. The questionnaire used for this purpose consisted of 36 items which addressed six themes, namely General Competence, Behavioral Flexibility, Empathy, Affiliation/Support, Social Relaxation, and Interaction Management. The study addressed five research questions. The quantitative analyses of the collected data showed that Iraqi EFL students have, generally speaking, a moderate level of CC, and that their CC was significantly affected by their age. However, the gender and affiliation of the participants did not have any statistically significant impact on their CC. In addition, the results showed that there is a positive correlation between the five facets of CC. Based on the study results, it can be concluded that the CC of Iraqi EFL students is not well-developed and need to be improved. Therefore, the study suggested some pedagogical implications to improve their communicative competence.

Linguacultural Framework for Developing Master’s Students’ Bilingual Rhetorical and Polemical Competences

The development of core humanitarian competencies is one of the crucial issues of modern university humanitarian education, including, in particular, bilingual rhetorical and polemical competences, without which an individual will be unableto take part successfully in international discussions and debates on socially sensitive topics and controversial issues in the humanities. And, although in the new millennium, a number of research studies have tried to open the door to the world of discussions and debates to Russian university students, using for educational purposes this or that format of international discussions or debates, nevertheless, an analysis of the theoretical and applied results of these pedagogical searches, as well as a methodological analysis of rhetoric syllabi and Russian & foreign course-books clearly indicate that students are left in the dark about important sociocultural and linguo-cultural features of international discussion and debate formats. As a result, some Master’s students’ classroom debate experiences do not make them really capable of interacting with representatives of other cultural and linguistic communities in international discussions and debate settings. It seems that the first step to improve this didactic situation is to specify linguocultural components of bilingual rhetorical and polemical competences (in terms of knowledge, skills, sociopsychological attitudes, abilities and personal characteristics of an individual who is able to act as a successful polemist and participant in modern online and offline discussion) on a linguo-didactic analysis of the Euro-Atlantic formats of international discussions and debates as linguocultural phenomena. The paper gives an insight into the author’s vision of a component structure of the above-mentioned general humanitarian competencies in the context of the communicative actionoriented and sociocultural approaches to designing a Master’s degree programme of bilingual communicative education through Russian and foreign languages.

Robust compromise multicriteria decision model to evaluate the level of achievement of graduation profile

We propose an approach of a robust compromise multi-criteria decision-making model that evaluates the level of competency achievement in graduation profiles. Quantitative information on qualifications of specific and generic competencies of a graduation profile was collected from professors, graduates, employers, community partners, and students' self-perception of achievement. This information was categorized using ordinal Likert scales generated through Monte Carlo simulation methods and copula modeling. The proposed model is validated using optimization methods. It provides a single score for the level of competency achievement, and the analysis is conducted using descriptive statistics and multivariate analysis of clusters. Simulated scenarios revealed that higher weights given by stakeholders in the construction of the robust compromise score were associated with higher evaluation scores of competencies from the same stakeholders. Scenarios with negative correlations between stakeholder qualifications about level of achievement of graduation profile yielded lower scores in the robust compromise multi-criteria decision-making model. Our proposal for Robust Compromise Multi-Criteria Decision Making Model offers more precise single scores, reducing the epistemological uncertainty associated with the input information.

Competence-oriented tasks as a tool of practice-oriented training

The article discusses one of the tools of practice-oriented training, that is competence-oriented tasks. Their use in training sessions contributes to the formation of certain general and professional competencies of students. Competence-oriented tasks have a clear structure and are selected depending on the learning goal. Accordingly, they can be used at different stages of the lesson. The article presents examples of competence-oriented tasks in the discipline "Informatics". To demonstrate the possibilities of using such tasks, tasks from different sections of the discipline are presented: "Technologies for creating and converting information objects using spreadsheets", "Technologies for creating and storing objects in databases", "Human information activity". Methods for choosing the professional orientation of tasks are described. The article presents assignments taking into account professional activities for students majoring in Publishing.

Qualitative assessment of a challenge-based learning and teamwork applied in electronics program

Every student of industrial technology engineering must develop and acquire specific electronic competencies and skills, such as those pertaining to the design, analysis, and assembly of basic circuits in the context of both analogue and digital electronics, including the corresponding instrumentation. Additionally, as is the case for practically all university degrees but has not always been addressed adequately in the field of engineering, generic competencies such as oral communication and teamwork must be acquired. The experience discussed in the article focuses on the design, implementation, and assessment of a hybrid (face-to-face and virtual) educational activity that facilitates the acquisition of specific engineering skills through a teamwork-based approach and enhances communication among students in the context of experimentation. The students, who are divided into teams, must develop a series of embedded systems with the aim of providing a solution to a problem derived from Sustainable Development Goal 11: Sustainable Cities and Communities. This approach entails the challenge of working with a heterogeneous sample of students studying for a dual degree in design and mechanics, whose motivations are also highly varied. The innovative objective of the educational proposal focuses on adapting the practice to the roles and profiles of the students and tailoring project phases to the competency needs of each student. The results highlight the need to design real practices that foster the motivation of engineering students; they also emphasize the fact that in the context of teamwork, roles pertaining to the specific competencies required by dual-degree students should be defined. The evaluation of such an experiment using the Bipolar Laddering Assessment has exhibited utility and reliability regarding small samples of users and has been shown to be valid regarding identifying the strengths and weaknesses of educational experiments.

Functions of Intertextual Inclusions in Contemporary Publicist Discourse

Introduction. This research paper focuses on the phenomenon of intertextuality which is studied on the basis of the articles of American socio-political magazines. The aim of the study is to identify the types and techniques of intertextual inclusions, which contribute to the formation of the depth of the integral semantic content of the texts of publicist discourse. The relevance and scientific novelty of the work stem from the need to study the functions of intertextual inclusions in non-fiction discourse. In this case communicative, axiological and pragmatic functions are considered to be the leading ones in linguistic and non-linguistic expressions.Methodology and sources. Fragments of journalistic texts expressing intertextuality were selected by means of sampling. The sources of intertextual inclusions were revealed with the help of explanatory and linguacultural dictionaries and internet-resources. The analysis of intertextual inclusions and definition of their functions were carried out taking into account the genre and stylistic typology of the texts, the direct linguistic and socio-cultural context.Results and discussion. Intertextual inclusions in publicist discourse imply the existence of associative links between the source text and the recipient text. The identification of these links helps to extend the meaning of the information shared and to make it more comprehensible. The sources of intertextual inclusions in the American publicist discourse are both those of the world culture − Ancient Greek myths, the Bible, classical English literature and national − texts of the US presidents’ speeches.Conclusion. The main purpose of incorporating source text elements into a recipient journalistic text is to fulfil informative, manipulative, axiological, predictive, and other functions. The degree of influence of the conveyed information depends on the cognitive base of the addressees, their general cultural competence and their ability to establish associative links between the reported and the implied. Due to their emotional tone, intertextual inclusions are an attractor that organize the text’s semantic structure. They let us consider a journalistic text as a unified semantic and communicative-pragmatic integrity.

General education competencies from students’ perspectives: a case study of a sports university in Taiwan

In this highly competitive world, many students seem to focus more on getting a degree rather than on cultivating general education competencies. The study adopted importance-performance analysis (IPA) to assess sports university students’ opinions of general education competencies and the quality of the general education programme. The findings showed that students thought highly of the competencies surveyed; however, there was a quality performance gap for the competencies. In addition, students’ priorities of the competencies reflected the characteristics of their college; and their perceptions of importance could predict their satisfaction with the general education programme. It is recommended that features of competencies-based education (CBE) be utilized to allow learning to be more flexible and student-centred for sports university students. What’s more, both teachers and students need to be made aware of what the competencies mean and why it is necessary to have these abilities. The study concluded that IPA provided information from students’ perspectives, but improving students’ satisfaction and providing quality education that students really need should go hand in hand. This requires the university to interpret IPA results with careful consideration of the context.

Generic competence among health sciences students in higher education – A cross-sectional study

BackgroundHighly competent health care experts are needed for the development of the social and health care sectors. More knowledge is needed on the levels of generic competencies that health sciences experts possess, particularly in the context of complex decision-making. ObjectivesTo describe self-evaluated generic competence of health sciences students and its associated factors. DesignA cross-sectional observational study design. ParticipantsA total of 291 health science students in five universities in Finland participated in this study during the spring of 2022. MethodsThe data was collected by using the HealthGenericCom instrument with 88 items and 8 sum dimensions using a five-point Likert scale (1—poor to 5—excellent): 1) competence in leadership, administration, and finance; 2) people-centred guiding competence; 3) competence of health promotion; 4) competence of evidence-based practice; 5) digital competence; 6) competence in work well-being and self-management; 7) competence in collaboration and problem-solving, and 8) competence in societal interaction. The K-means cluster algorithm was used to classify generic competence profiles to identify the profiles of health sciences students. ResultsFour generic health sciences competence profiles (A = 18 %, B = 23 %, C = 33 %, D = 26 %) were identified. Profile A demonstrated the lowest level of most generic competencies in health sciences. Digital competence was shown to be at the lowest level among the participants, whereas competence in collaboration, problem-solving, and health promotion was evaluated as the highest competence level. The students evaluated their competence as being higher when they were older, were currently engaged in master's degree programmes, had completed work-based practical training in social and health care, and had varied work experiences or held leading positions. ConclusionsStudents need to improve their generic competencies in health sciences, with a particular focus on developing their digital competence. More focus should be given to work-based practical training.

Research Literacy in Education and the Implementation of Evidence-Based Practices in Schools

Increased focus on and interest in Evidence-Based Practices (EBP) in schools justify a stronger focus on research literacy and implementation knowledge. This article presents two complementary perspectives on the transfer of educational research to practice. The “research literacy approach” focuses on the general competence and capacity of teachers to critically assess research before it is put into practice. The “school-wide implementation approach” has a broader perspective including organizational factors and the context of teaching. A review group which examined relevant research literature on implementation in schools identified six core components that advanced EBP. An example of a school-wide implementation in Norway is presented, which illustrates how a school-wide model was put into practice based on guidelines produced by experts in the field. In conclusion, both the “research literacy” and the “whole-school” approach can advantageously strengthen their emphasis on implementation knowledge in order to promote EBP in schools.

Control over the circulation of dual-use goods and technologies within the international regimes of non-proliferation of weapons of mass destruction

International legal cooperation in the field of control over the export, transfer, transit of dual-use goods and technologies is based on a number of mechanisms of general competence (for example, the UN, WTO) and specific regimes, the core of which constitute international treaties on the non­proliferation of weapons of mass destruction (Treaty on the Non-Proliferation of Nuclear Weapons, Chemical Weapons Convention, Biological Weapons Convention) and related multilateral export control groups (Zanger Committee, Nuclear Suppliers Group, Australian Group).
 While the mentioned international treaties define the goals and basic principles of cooperation of their parties to prevent the spread of nuclear, chemical and biological weapons, the critical task of intergovernmental export groups, capable of responding more promptly to security challenges in the light of technological progress and market dynamics, is to ensure the development and regular updating of lists of controlled goods, dissemination and exchange of best practices in this area, articulation of instructions for participating states regarding the strengthening of national export control systems.
 Such a structure, promoting transparency and responsible behaviour of states, objectively increases the level of international security, ensures more profound and comprehensive cooperation and interaction of participating states, regular exchange of information on sensitive dual-use goods and technologies, which leads to a consensus on the specifics of the implementation of export control systems and harmonisation of national policies and regulatory mechanisms. At the same time, taking into account the "softness” of obligations arising from the activities of specialised export groups, the effectiveness of the control mechanism depends on the goodwill of the participating states and their commitment to the values and goals of these regimes and is also complicated by the limited participation of individual actors (for instance, India, Pakistan, North Korea, etc.).

La competencia metafórica y la didáctica del español/L2

This study aims to examine the role of metaphor in the process of teaching and learning a second language (L2), more specifically, L2 Spanish. As part of one of the most popular research lines in the field of Ap- plied Linguistics, i.e., L2 teaching and learning, this research is based on a Cognitive Linguistics approach to language. It presents metaphors not as mere stylistic and rhetorical mechanisms, but as critical components of everyday language and fundamental mechanisms of conceptualization of the world (Lakoff & Johnson, 1980). After providing a summary of the literature exploring the relationship between metaphor and L2 pedagogy and learning, focusing on conceptual metaphor theory and metaphorical competence, we will present the results of a case study with intermediate learners. The empirical investigation exam- ines whether their metaphoric competence is enhanced after the intervention and whether there is a relationship between learners’ general metaphorical competence and linguistic competence –comprehension and production– of a complex metaphorical linguistic construction that expresses emotions.

Exercise design for interagency collaboration training: The case of maritime nuclear emergency management tabletop exercises

AbstractIn this paper, we explore a concept of exercise design within emergency management competence development. The paper presents recommendations for exercise design aspects that may be suitable for gaining collaboration skills and knowledge that responders need in unknown events of high complexity. This study explores the practice of tabletop exercises with complex scenarios that engage participants to discover organizational roles and responsibility division in collaborative action. Empirically, we base our analysis on maritime search and rescue nuclear preparedness exercises in the Arctic seas. We focus on elements that are essential for learners to increase their knowledge of operational complexity and collaborative performance, including understanding one's own and others' roles and responsibilities, formation of interagency teams, their boundaries and interaction between authorities and levels, mutual recognition of risks and learning about resource capacities and their limitations. The study draws conclusions on aspects that are critical for designing emergency management tabletop exercises, in particularly discussions in mixed groups for interpretative learning; own practice reflection for integrative learning; formulating general collaborative competence objectives, and complexity and realism of scenarios.

Identity of Vocational Education and Training Teacher: Pathways and Competences

A teacher’s identity can be understood as comprehensive approach to the self-concept of the teacher and the teacher’s external environment. The teacher’s identity already begins to form during the teacher’s preparation for the future teaching profession. The requirements about necessary education and requested competences for the teaching profession are usually set by the state institution such as Ministry of Education. Even though the current conditions for becoming a vocational education and training (VET) teacher are relatively strict, in practice there are teachers in secondary vocational schools whose preparation for the profession varies greatly. It often happens that VET teachers have undergone a transition from the practical economic sphere to the teaching profession, transition from the branch expert to the VET teacher. Vocational education is an important part of the education system, preparing pupils directly for the labour market needs. For most pupils, it is the last formal form of education in their lives. In the Czech Republic, approximately 70% of the population is educated in vocational education every year. The paper identifies main pathways to the identity of VET teacher, consisting of the professional identity of an expert in relevant field and the professional identity of a teacher. When the identity of VET teacher is created, there is often a "boundary crossing" associated with the creation of a new identity, or problems with the loss of the original identity. The intertwining of the teacher’s identity areas subsequently affects development of wider spectrum of competences. These competences need to be developed in the preparation of VET teachers or they can be related to the requirements for the performance of the profession of VET teacher. They can be divided into general pedagogical competences, competences in the field of branch didactics and professional competences of the expert in relevant field. Teachers also participate in the implementation of the curriculum in a particular school and thus become part of the practical side of educational policy. The above-mentioned approaches thus create the basis for the subsequent investigation of "teacher agency" in the conditions of vocational education.

The Quality of Biodiversity Inputs to Environmental Impact Assessment (EIA) in the Succulent Karoo Biodiversity Hotspot, South Africa

Environmental impact assessment (EIA) is an important environmental policy instrument to proactively inform development decisions that might impact biodiversity, especially in internationally recognised biodiversity hotspots. One such hotspot region is the Succulent Karoo Biodiversity Hotspot (SKBH), known for its rich endemism of flora and fauna. The aim of this research is to determine the quality of biodiversity inputs to EIA in areas with high biodiversity value, such as the SKBH. This was achieved by reviewing the quality of biodiversity inputs to 16 EIAs against a tailor-made review package. The review produced ‘unsatisfactory’ results related to the integration of biodiversity impacts, public participation, and continual monitoring. ‘Satisfactory’ results were achieved for the consideration of ecological approaches, description of the baseline environment, and the application of the precautionary principle. To address the unsatisfactory results, we recommend the development of context specific guidelines dealing with (i) significance thresholds, (ii) alternatives and mitigation, and (iii) monitoring plans. Standard approaches, guidelines, and general competencies do not suffice for EIA in biodiversity hotspots.

Exam prediction and the general Practice Registrar Competency Assessment Grid (GPR-CAG)

ABSTRACT Background In GP training, identifying early predictors of poor summative examination performance can be challenging. We aimed to establish whether external clinical teaching visit (ECTV) performance, measured using a validated instrument (GP Registrar Competency Assessment Grid, GPR-CAG) is predictive of Royal Australian College of General Practitioners (RACGP) Fellowship examination performance. Methods A retrospective cohort study including GP registrars in New South Wales/Australian Capital Territory with ECTV data recorded during their first training term (GPT1), between 2014 and 2018, who attempted at least one Fellowship examination. Independent variables of interest included the four GPR-CAG factors assessed in GPT1 (‘patient-centredness/caring’, ‘formulating hypotheses/management plans’, ‘professional responsibilities’, ‘physical examination skills’). Outcomes of interest included individual scores of the three summative examinations (Applied Knowledge Test (AKT); Key Feature Problem (KFP); and the Objective Structured Clinical Examination (OSCE)) and overall Pass/Fail status. Univariable and multivariable regression analyses were performed. Results Univariably, there were statistically significant associations (p < 0.01) between all four GPR-CAG factors and all four summative examination outcomes, except for ‘formulating hypotheses/management plans’ and OSCE score (p = 0.07). On multivariable analysis, each factor was significantly associated (p < 0.05) with at least one exam outcome, and ‘physical examination skills’ was significantly associated (p < 0.05) with all four exam outcomes. Discussion ECTV performance, via GPR-CAG scores, is predictive of RACGP Fellowship exam performance. The univariable findings highlight the pragmatic utility of ECTVs in flagging registrars who are at-risk of poor exam performance, facilitating early intervention. The multivariable associations of GPR-CAG scores and examination performance suggest that these scores provide predictive ability beyond that of other known predictors.

Types of general competence

In this article, the types of general competence of jurisdictional bodies in the domestic and other states' doctrine are analyzed. In particular, the classifications from the literature of the Russian Federation and Romania regarding general competence were analyzed. The problem of dividing the general competence of the jurisdictional bodies was highlighted. In the same way, our opinion regarding the types of general competence, which improves the doctrine in this field, was exposed. The criteria for classifying the types of general jurisdiction were analyzed, as well as the criteria for the proper division of the proper powers of the jurisdictional bodies to resolve civil cases.

Designing assessment funds for the bachelor's degree program «art education in visual arts»: problems and solutions

Introduction. The research of tools for assessing the achieved educational results and the effectiveness of the educational process is a necessary mechanism for improving the quality of education and educational systems. Despite the accumulated experience in the formation of funds of assessment tools, the problem of assessing the formation of general professional and professional competencies of students, taking into account the specifics of the educational programme, remains relevant. The aim of the research: the search for procedures, types of tasks and the development of a model of complex FOS, allowing to assess the formation of all levels of competences of professional training of an art-pedagogue, including those reflecting the formation of competence in the field of visual arts. Materials and methods. The research materials were normative documents regulating the design and implementation of higher education programmes; Russian and foreign studies; survey data of 187 teachers of the Herzen State Pedagogical University. Methods: analysis of sources and regulatory documents, survey, quantitative assessment of data (percentages), typical selection. Results. The analysis of normative documents and theoretical sources revealed a contradiction between the need to standardise assessment procedures and the specifics of assessing the competences of an art-pedagogue. The results of the survey of teachers confirm this contradiction: the most acceptable form of objective assessment of competences is an oral test/exam (75.4%), practical assignment (70.1%). Among the main problems of designing assessment funds, teachers highlight the assessment of validity and reliability of the Funds of Assessment Tools (57.2%) and the possibility of assessing the competence as a whole (54%). The analysis of the research materials allowed the authors to propose a comprehensive model of assessment funds, including structural, content and assessment components. The proposed structure, logic of organisation and types of tasks (tests, professional tasks of artistic and creative disciplines, etc.), including invariant and variant parts of tasks for independent work, are the basis for valid assessment of the formation of all levels of competences, including professional ones, reflecting the specificity of training of art-pedagogues. Conclusion. The results of the analysis, the proposed model, procedures, types of assignments, and the described recommendations can be used in the design of funds of assessment tools for educational programmes of higher education in the context of training an art-pedagogue.

The Rising Tide of Point-of-Care Ultrasound (POCUS) in Medical Education: An Essential Skillset for Undergraduate and Graduate Medical Education.

As point-of-care ultrasound (POCUS) becomes an integral component of healthcare, both undergraduate and graduate medical POCUS education is urgently necessary in curricula. Despite the apparent need of POCUS curricula, there remains a lingering question: Are there evidence-based benefits to POCUS training in undergraduate and/or graduate medical education settings? Qualitative review of research was conducted to identify common themes for benefits of POCUS and the requirements and/or characteristics for effective POCUS educational curricula. Results for undergraduate medical education were separated into preclinical and clinical education. In preclinical POCUS education, POCUS education improves anatomy education and physical examination skills for sonographic assessment of abdominal, reproductive, cardiovascular, and renal structures. Further enhancement can be achieved via simulation devices that are generalized ultrasound simulation mannequins, one defined body region such as the abdomen, or local regions of interest such as the femoral triangle. In clinical undergraduate POCUS education, benefits involved greater performance on knowledge tests and general ultrasound competency in emergency medicine, surgical, family medicine, and physical medicine and rehabilitation clerkships. These studies also found improved comprehension of specific POCUS examinations such as those for ultrasound-guided injections, FAST, eFAST, and RUSH. Further integration of POCUS education into graduate medical education was found to successfully improve ultrasound knowledge and competency in both academic and military internal medicine residencies. One limitation of this study is that this article is a review resulting in no specific intervention being introduced. The resultant hypothesis of this systematic review cannot be tested; rather evidence-based recommendations are restricted to the currently available literature within the searched databases. From this review, it was found that the inclusion of a properly integrated POCUS curriculum can result in greater confidence in ultrasound use, increased knowledge of anatomy and basic sciences for various organ systems, improved ultrasound knowledge and performance in clinical clerkships, and offers improved confidence and knowledge in ultrasound during residency.

Remote simulation with simulated patient: Initial clinical learning experience in medical students

To contribute to the development of disciplinary and generic competencies of medical students at Universidad Austral de Chile. through the incorporation of student- centered educational didactics such as remote simulation with a simulated patient (SP). Quantitative, cross-sectional and descriptive research. Non-probabilistic sample included 68 third-year medical students who played two roles: interviewer and evaluator/observer. An instrument adapted from a satisfaction survey was used, applying it at the end of the experience in an anonymous and voluntary digital format (Google Forms). This tool covered 4 areas: Organization, Methodology, Self-assessment, and Evaluation of teaching performance, with closed Likert-type questions of five ordinal categories, two dichotomous questions (yes/no), and 4 open questions. The quantitative analysis was carried out using the SPSS program, and the qualitative one (open questions) with a progressive reduction scheme through three levels. Confidentiality and the fictional contract were protected with signature. The educational experience was very well valued by the students. Similar tendencies were showed in the perception of simulation among the groups that performed the roles of interviewer and evaluator/observer. It is essential to incorporate this type of educational experience into the medical curriculum, since it constitutes a valuable contribution to the development of competencies, through experiential learning, connecting the student with reality, with their emotions, knowledge, and abilities. This approach promotes empathy and communication skills, promoting reflection and self-criticism.