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Table 5 Themes and Subthemes Generated from the Qualitative Analysis

From: The utilization of simulated patients for teaching and learning in the pharmacy curriculum: exploring pharmacy students’ and recent alumni’s perceptions using mixed-methods approach

Theme 1: Interactions with real SPs compared to faculty SPs

Preference for interaction with real/trained SPs over faculty SPs

Preference for faculty SPs over real SPs

No preference over who acts (real SPs in comparison with trained SPs)

Theme 2: Standardization and consistency of SPs’ role

Lack of standardization of SPs’ role and inconsistency in information provision

Variability in SPs’ acting skills and performance

Variability in SPs’ mannerism

Theme 3: Communication, language and other barriers

Issues with SPs’ verbal communication skills

Issues with SPs’ non-verbal communication skills

SPs’ not initiating the interaction with students causing confusion

Theme 4: Simulation of real-life case scenarios

Interaction with SPs is realistic and simulates real-life experiences

Diversity of the SP pool and their characteristics

Unrealistic experience in terms of language, SPs’ literacy, number of diseases and duration of interaction.

Demographics of some SPs not fitting case scenario

Need to select lay people to be SPs (without medical knowledge)

Theme 5: SPs’ competence and preparedness

Incompetent SPs and lack of preparedness.

SPs poor performance and its impact on students’ performance during SMSAs.

Choice of SPs with health professional background

Theme 6: Psychological impact caused by SPs and performance-based assessment

Poor SPs’ performance and lack preparedness as a source of stress and anxiety for students

Causes of anxiety unrelated to SPs’ performance

Impact of students’ anxiety on the interaction

Theme 7: SP Program Improvement Strategy

Recommendations for determining SP selection criteria

Recommendations for strengthening SP training

Recommendations for overcoming problems with simulation and standardization