📄 You can download the full simulation scenario in your preferred language below:
🧩 Simulation Overview
| Student roles | Number of students | Extra information |
| Occupational therapist | 1 | |
| Participant | 1 | |
| Other simulated participant Please specify in extra information | ||
| Observer | Up to 10 students |
| Learning outcomes (simOT Framework) | |
| Domain A: Knowledge and attitudes supporting OT competence | |
| Domain B: Managing and conducting OT process |
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🛠️ Preparation for the Simulation
| Competencies | Specific description of prior knowledge, attitudes and skills |
| Domain B.2.1.3: Assess subjective personal factors (e.g., client’s beliefs about occupation, goals, strengths, limitations). | – Understanding the principles of client-centered interviewing and occupational profile development. |
| Domain B.2.1.5: Select appropriate client-centered and evidence-based assessment tools and methods. | – Familiarity with gathering subjective data. – Knowledge of standardized assessments such as COPM |
| Domain B.2.1.6: Measure objective personal factors that affect occupational performance or participation. | – Basic understanding of scoring systems for COPM |
| Domain B.2.1.9: Analyse, interpret, and clearly communicate assessment findings. | – Basic report-writing skills, including clarity and coherence in communication. |
| Domain B.2.1.10: Prepare an accurate and occupation-oriented report based on assessment. | – Understanding the structure of occupation-based intervention plans. – Familiarity with measurable goal setting. |
| Domain B.1.2: Evaluate and apply theories, approaches, and evidence-informed knowledge. | – Foundational knowledge of occupation-based therapy models (e.g., MOHO, PEO). |
📦 Actions and Materials
| Action | Materials |
| Setting up the simulation environment (desk, chairs, forms). | Table, chairs, COPM forms, pens, and desktop computer. |
| Testing video or audio equipment if digital tools are used. | Camera, microphone, Zoom/Teams platform. |
| Reviewing the scenario with the standardized client. | Patient case details, role brief for standardized client. |
| Briefing students on their roles and objectives. | Scenario outline, list of learning objectives, and assessment sheets. |
| Ensuring all students understand the scoring process. | COPM scoring guides, sample scoring examples. |
| Observing and facilitating during the simulation to ensure flow. | Observation checklist. |
Learning objectives (observable behaviour) | |
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Domain A |
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Domain B | – Learners will conduct a client-centered interview to identify the client’s subjective priorities and satisfaction levels in ADL. – Learners will use the COPM as evidence-based tool for assessing occupational performance – Learners will integrate findings from COPM – Learners will identify safety risks during activities of daily living (e.g., risk of falling during transfers). – Learners will observe and record environmental barriers and supports in the client’s context (e.g., home environment, caregiver support). – Learners will prepare a comprehensive and clear report summarizing assessment results from COPM – Learners will present their findings to peers and educators during the debriefing phase, justifying their analysis. |
Name | A.K |
Age | 1954 |
Sex | Male |
Personal factors | The client has been quite active in the past. He worked as a carpenter for 15 years and then engaged in mobile book selling for 20 years. Due to his carpentry background, he currently enjoys working with wood. He retired at the age of 64 and transitioned to a more sedentary lifestyle after retirement, rarely leaving home except to attend prayer. Up until three years ago, he had no significant issues.
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Ethnicity and cultural context | Turkish, |
Reason the participant is seeking OT service and concerns related to engagement in occupations | He suffers from mobility and ADL issues due to his condition. He visits OT to get evaluation and intervention |