Observation and analysis of occupational performance during a cooking activity in a client with Korsakoff’s Syndrome

Teacher Guidelines
Student Learning Objectives
Role Simulated Participant

📄 You can download the full simulation scenario in your preferred language below:

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🧩 Simulation Overview

Students observe a client with Korsakoff syndrome performing a daily activity: preparing soup. Prior to the observation, students review the ICF model and formulate a clear observation goal based on the provided case information. They complete the ICF with the available data and practice the task (soup preparation) at home, breaking it down into sub-steps through a pre-execution task analysis. During the simulation, students observe the client carrying out each step of the cooking process, documenting both objective behaviors and their own interpretations. After the observation, they update the ICF with their findings, clearly distinguishing between what was observed and how it was interpreted. Finally, they compile a report for the multidisciplinary team, which is discussed during a classroom debriefing session.

Modality: Digital Student roles:

Occupational therapist
Participant
Other simulated participant Please specify in extra information
Observer	28	Students observe the cooking activity in groups of four in the classroom.

Learning outcomes:

Learning outcomes (simOT Framework)

Domain A: Knowledge and attitudes supporting OT competence	A.1. Occupational therapists have knowledge of functioning and human as a functional being: Theories, concepts and approaches to understand human activity A.2. Occupational therapists have information about occupational therapy: Occupational therapy process (occupational therapy assessments; goal setting approaches; intervention strategies, methods and tools targeting the person, activity and/or environment; evaluation of results; documentation).
Domain B: Managing and conducting OT process	B.2. Occupational therapists demonstrate their competence in the management and execution of the occupational therapy process. B.2.1. Occupational therapists assess functional participation in all areas of human activity (e.g. Self-care, daily life, work/study/school, play, leisure and rest). Those: Subjective personal factors (e.g. client beliefs about activities, operational goals, strengths, skills, limitations; satisfaction with participation) that influence functional performance or participation are assessed. Analyze, interpret and report clearly the evaluation results Prepare an action-oriented report based on evaluation. B.2.1. Occupational therapists assess functional participation in all aspects of human activity (e.g. self-care, daily life, work/study/school, play, leisure and rest).

🛠️ Preparation for the Simulation

Prerequisites:

Competencies	Specific description of prior knowledge, attitudes and skills
Breaking down daily activities into sub-steps	Students have previously practiced analyzing and structuring daily tasks into logical, sequential sub-steps.
Understanding and applying the ICF framework	Students are familiar with the components of the ICF framework and have used it to describe functioning, limitations, and context.

📦 Actions and Materials

Action	Materials
Preparation	Written case description (Mr. De Vries) Link to the ICF framework Worksheet for breaking down the activity into sub-steps Blank ICF document (digital or printable)
Check and test the video used for observation	Video file or streaming link
Provide empty templates for observation and reporting	Template for observing (task analysis) Template for reporting

Learning objectives (observable behaviour)

Domain A	Students are able to place their observations in the ICF framework.
Domain B	Students set a clear observation goal based on the research question. Students report on a daily activity, clearly distinguishing between observation and interpretation, and link their findings back to the observation goal as well as the client’s abilities and limitations. Students are able to break down a daily activity into sub-steps (task-analysis).

Name	Mr. De Vries
Sex	male
Personal factors	40 years, single
Reason of contact between OT and simulated participant	The OT is asked to assess Mr. De Vries’ ability to cook independently. His support staff has raised concerns about his safety and organization while cooking. They have observed that his cooking activities are often disorganized and potentially unsafe. The purpose of the assessment is to evaluate his functional performance in cooking tasks and determine whether he can continue cooking independently or requires additional support or adaptations.