Purpose: 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. Design/methodology/approach: 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. Findings: 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. Originality/value: 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. (Contains 7 tables and 1 note.)