📄 You can download the full simulation scenario in your preferred language below:
🧩 Simulation Overview
In this scenario, students will have the opportunity to learn, practice and perform occupational analysis and synthesis in a safe environment. This is a digital (online) simulation using a controlled, reproducible scenario.
Modality: Digital
Student roles:
Learning outcomes:
| Student roles | Number of students | Extra information |
| Occupational therapist | 4-5 | Students work in small discussion groups |
| Participant | 1 | Participant is a client who was filmed while participating in occupation. |
| Other simulated participant Please specify in extra information | ||
| Observer |
| Learning outcomes (simOT Framework) | |
| Domain A: Knowledge and attitudes supporting OT competence | |
| Domain B: Managing and conducting OT process | Domain B.2.1. Occupational therapists assess occupational participation in all areas of human occupation Assess physical, social, attitudinal, cultural, and legislative contextual factors that affect (support, hinder, prevent, or pose risk to) occupational performance or participation Skilfully conduct activity and occupational analysis (i.e., break down activity into their fundamental components; analyse connections between skills, preferences, and abilities, the sequence and timing of the activity and the physical/social environment) Analyse, interpret, and clearly communicate assessment findings Prepare an accurate and occupation-oriented report based on assessment (optional) |
🛠️ Preparation for the Simulation
Prerequisites:
| Competencies | Specific description of prior knowledge, attitudes and skills | |
| The nature and range of health conditions (A.5.) | Prior to participating in the scenario, students will have received instruction and acquired knowledge (described here) necessary to understand and perform the tasks of the scenario. Students will demonstrate attitudes consistent with an ethical, professional, client-centred and occupation-focused approach to conducting the OT process. | |
| Human anatomy and function of the human body (A.5.) | ||
| Factors that present barriers to participation (A.2.) | ||
| Occupation as a means and an outcome (A.2.) | ||
| Therapeutic use of occupation (A.2.) | ||
| How changes to function, health, development, or environments alter participation in occupation (A.2.) | ||
| How limitations or changes to participation in occupation affect health (A.2.) | ||
| Domains of occupational therapy expertise – person, occupation, and context (A.2.) | ||
| Activity analysis (knowledge of protocol for conducting activity analysis) (A.2.) | ||
| Factors that present barriers to participation (A.2.) | ||
📦 Actions and Materials
| Action | Materials |
| Instructions about the scenario and students’ tasks within the simulation exercise are provided in an instructional session prior to the simulation session with the entire group. The instructor introduces and explains the simulation purpose, materials used and ensures students understand the simulation procedure, expected performance from student, etc. |
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| Preparing a video case study of a client performing chosen occupation: Collaborating and coordinating with OT practice site meeting and informing the client, receiving informed consent for conducting and recording the occupation process and using the video recording for educational purposes. | **Creation of the video requires physical environment (OT therapy space with table and chairs), all test materials involved in administering the assessment selected for the simulation and appropriate video recording equipment. It also requires video editing software or editing raw video material. Written informed consent form |
| Preparing and recording occupation selected for the simulation with the client; in an authentic practice environment (e.g. OT clinic, therapy room, ADL room, home). | Video-camera or other suitable recording device. ADL room and suitable equipment (e.g. kitchen appliances and tools, groceries) to perform chosen occupation |
| Editing the recording for use as a teaching tool. | Video editing software. |
| Posting the video on appropriate teaching platform. | e.g. Moodle |
| Preparing and posting the OA worksheets on the teaching platform. | Occupational Analysis worksheet for taking structured notes about steps and occupational components (editable Word document) (e.g. the worksheets (tables) from the book: Thomas, H. (2022).Occupational and Activity Analysis. Slack Incorporate N.b. Example of woksheet is in Annex 1. |
| Preparing comprehensive written and verbal instructions during prebriefing about the simulation. | MS Word or other digital word editing program |
Learning objectives (observable behaviour) | |
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Domain A |
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Domain B | Student will be able to demonstrate competency for performing the following:
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Name | XY |
Age | 42 |
Sex | F |
Personal factors | A woman, living with her mother, not employed, learning disabilities, younger sister lives with her family and has one child. Likes cooking, cleaning, playing boccia, watching television. |
Ethnicity and cultural context | (relevant to your context) |
Reason the participant is seeking OT service and concerns related to engagement in occupations | Difficulties in assessing safety and risk in chosen occupation (cooking), difficulties in performance of chosen occupation. Friendly and social. Difficulties in communication due to dysarthria. |