Study 3: Second Language Learning Role-Play: Effects of Patient and Doctor Roles on Motivation and Competence

<B>Summary of the Study:</B><BR>
This study investigated whether <B>role-play in simulated medical consultations</B>, where students alternated between doctor and patient roles, influences <B>intrinsic motivation, relatedness</B>, and <B>competence</B> in learning <B>medical Dutch</B> as a second language (L2). It also explored whether playing the patient role adds educational value.<BR>
• <B>Design</B>: Mixed-methods, one-group pretest–posttest design.<BR>
• <B>Participants</B>: 15 third-year international medical students enrolled in a six-week Medical Dutch course.<BR>
• <B>Procedure</B>:<BR>
o Each session: 1.5 hours teaching + 0.5 hours peer role-play (doctor ↔ patient).<BR>
o Over the course, each student acted six times as a doctor and six times as a patient.<BR>
o Instruments:<BR>
 <I>Intrinsic Motivation to Experience Stimulation (IMES)</I> scale.<BR>
 <I>Basic Psychological Need Satisfaction</I>scale (relatedness, competence).<BR>
 Peer-assessment checklist.<BR>
 Final course grades.<BR>
 <I>Semi-structured interviews</I> about patient role experiences .<BR>
o Analysis: Wilcoxon signed-rank test (quantitative) and thematic analysis (qualitative).<BR>
<B>Key Findings</B>:<BR>
1. <B>Quantitative results</B>:<BR>
o IMES increased significantly post-course (Z = –2.35, p = .02).<BR>
o Relatedness also increased significantly (Z = –2.11, p = .03).<BR>
o Competence confirmed by self-perception, peer checklist, and grades .<BR>
2. <B>Qualitative themes (5)</B>:<BR>
o <I>Motivational experience</I> – role-play created immersion and enjoyment.<BR>
o <I>Supportive peer interaction</I> – collaboration and encouragement boosted learning.<BR>
o <I>Role-play setup</I> – authenticity of scenarios enhanced realism and language application.<BR>
o <I>Learning value of playing the patient</I> – students gained vocabulary, empathy, and communication strategies.<BR>
o <I>Novel patient perspective on the doctor’s role</I> – acting as patients increased appreciation for clear, empathetic communication .<BR>
3. <B>Conclusion</B>:<BR>
o Role-play enhanced <B>intrinsic motivation, relatedness, and competence</B>, supporting medical L2 learning.<BR>
o The <B>patient role</B>, often overlooked, provided unique added value by offering perspective-taking, empathy, and insight into doctor–patient communication .<BR><BR>