Pre-scripted scenarios are useful in many types of learning sessions and help save time, as new scenarios do not need to be written. However, for more senior students and experienced clinicians, to maximise the learning potential it is possible to develop roles and scenarios before or during sessions in response to learning needs. Junior students tend to focus on what communication skills they need to pass an examination. As they have very little clinical experience, if any, such students find it difficult to suggest sce narios upon which to base a learning session. Scenario development may also be difficult with learners new to simulated patient work.