When Meghan Kreidler stepped onto the stage at the Guthrie Theater as Lady Macbeth in Macbeth, she embodied one of theater’s most complex and emotionally demanding roles. Offstage, Kreidler brings that same depth of performance to a different kind of audience—as a standardized patient (SP) with M Simulation at the University of Minnesota.
“We are so fortunate to have Meghan among our incredibly talented SP pool, which is composed of both actors and those without formal actor training or experience. Having seen her moving, powerful performance as Lady MacBeth, I can also attest to Meghan being an incredible performer in traditional theater spaces in addition to the clinic spaces at M Simulation,” said Lou Clark, PhD, MFA, executive director of M Simulation.
For more than a decade, Kreidler has helped train future healthcare professionals by portraying patients in clinical simulations. Her dual work in theater and medical education reveals a powerful intersection: both rely on empathy, presence, and the ability to fully inhabit another person’s experience.
The Art of Embodiment
Kreidler’s path to becoming an SP began shortly after graduating from the University of Minnesota’s BFA actor training program. Since 2013, she has moved between stage and simulation, developing a unique perspective on performance.
“In a lot of ways, the standardized patient job is like an acting job—and in a lot of ways, it’s not,” she explains. “You’re embodying a role, but the objective is different.”
In theater, actors pursue emotional authenticity and spontaneous connection. In simulation, SPs balance realism with consistency, especially in high-stakes exams where each learner must encounter the same scenario. This requires precision, adaptability, and the ability to take direction—skills that translate seamlessly between rehearsal rooms and clinical training environments.
Clark also shares a background in professional theater along with Kreidler, other SPs, and several staff members. “While a background in theater and the performing arts is not required to be an SP or work as an SP educator–professionals who coach the SPs and manage SP programs–the parallels between the work and transferable skills are undeniable. I started my career in theater and worked as a professional playwright, then became an SP educator in 2007 after graduating with a Master of Fine Arts in Dramatic Writing. Simulation is the best ‘day job’ I never knew I would have. I love using my skills as an artist in service of training the next generation of healthcare professionals to be more compassionate, patient-centered communicators.”
Training the Next Generation Through Experience
As an SP, Kreidler prepares by studying detailed case materials: medical histories, personal backgrounds, and specific cues learners must uncover. She collaborates with fellow SPs and the M Simulation team to ensure consistency while leaving room for human nuance.
But beyond technical accuracy, her work centers on something deeper—helping learners understand the lived experience of being a patient.
After each encounter, Kreidler provides feedback grounded in her experience of care. Rather than evaluating right or wrong, she reflects on how a clinician’s words and actions felt: whether they conveyed empathy, built trust, or created discomfort. This approach fosters growth while reducing defensiveness—an essential skill in patient-centered care.
Emotional Depth and Human Connection
Some of the most impactful simulations Kreidler participates in involve emotionally complex scenarios, such as end-of-life care. In one case, she portrays a parent navigating a child’s terminal diagnosis across multiple encounters.
“There’s no way to fake the feelings in those moments,” she says. “You have to go there.”
These experiences, while demanding, prepare learners for the realities of clinical practice—equipping them with the emotional intelligence and communication skills needed to support patients and families during life’s most difficult moments.
To sustain this work, M Simulation emphasizes reflection and wellbeing. Structured debriefs and intentional practices—such as physically “stepping out” of a role—help SPs process and reset, reinforcing a culture of care that extends to educators as well as learners.
From Performance to Practice
Kreidler’s experiences as an SP have also shaped how she engages with healthcare personally. While she recognizes gaps between training and real-world care, she remains optimistic.
“It’s encouraging to know that students are being taught to be thoughtful, curious and attentive,” she says. “That’s how we move toward better care.”
Over time, Kreidler has seen the SP program evolve to better reflect the populations it serves.
“There’s been a real effort to diversify both the SP pool and the cases,” she notes. “That’s essential, because every person experiences care differently.”
Whether on stage or in a simulation room, Kreidler’s work underscores a shared truth: meaningful connection lies at the heart of both art and patient-centered care. By bringing the tools of performance into clinical education, she helps future providers see patients not just as cases—but as people.
And in doing so, she is helping to elevate the practice of healthcare itself.
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