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A system consisting of an industrial robot and a computer was provided with a camera of high resolution. The camera/computer interface was provided with an electronic window which was made controllable by computer program. A rough raster scan was used for detection of presence and approximate location of the objects. A finer raster and a set of seven thresholds for the brightness were then applied in a limited window around each object only, in order to save memory space and time without losing accuracy. Thus, e.g. two objects could be detected at the location of an originally unified area, or objects of the same form but differing colors were distinguished. The observation, indentification and classification of the objects by the robot were performed as a fully automatic sequence.

This study aims to compare Finnish medical students' perceptions of the suitability of three experiential methods in learning interpersonal communication competence (ICC). The three methods it seeks to explore are: theatre in education; simulated patient interview with amateur actors; and role‐play with peers. The methods were introduced in a pilot course of speech communication.

Students (n=132) were randomly assigned to three groups. The data were collected via questionnaire and focus group interviews, and analysed using qualitative content analysis and cross‐case analysis.

Most of the medical students thought these methods were suitable or very suitable for learning ICC. The methods had five similar elements: the doctor's role, the patient's role, reflective participation, emotional reactions and teachers' actions. Being in a doctor's role, realistic scripts and patient‐roles, observing the interaction and reflection in small groups were the most helpful elements in these methods.

The results of this study show that simulated patient interview with amateur actors, role‐play with peers, and TIE are very suitable methods for practising professionally relevant ICC in the context of doctor‐patient encounters from the medical students' perspective.