📄 You can download the full simulation scenario in your preferred language below:
🧩 Simulation Overview
| Student roles | Number of students | Extra information |
| Occupational therapist | 1 | Active participant |
| Participant | 1 | Standardized patient or student in role-play |
| Other simulated participant Please specify in extra information | Up to 8 | May take structured notes |
| Observer | 1 | Played by trained student or assistant |
| Learning outcomes (simOT Framework) | |
| Domain A: Knowledge and attitudes supporting OT competence | A.2.7. The occupational therapist knows the process of occupational therapy (e.g. assessments, goal-setting, intervention strategies targeting person/occupation/environment, evaluation, documentation). |
| Domain B: Managing and conducting OT process | B.2.2. Occupational therapists jointly set goals and intervention plans with the client. B.2.3. Occupational therapists demonstrate competencies for implementing, monitoring, evaluating, adjusting, and concluding OT interventions. B.3. Occupational therapists demonstrate competencies in conducting ethical and safe practice. |
🛠️ Preparation for the Simulation
| Competencies | Specific description of prior knowledge, attitudes and skills |
| A.2 | Theoretical knowledge about occupational therapy for adults with neurological conditions; including goal-setting, intervention planning, and use of assistive devices |
| A.5 | Knowledge about motor symptoms and functional limitations of Parkinson’s disease; ability to interpret the clinical manifestations such as trunk instability and postural imbalance |
| A.2 | Knowledge and application of transfer techniques and safe handling strategies using walkers, canes, and other assistive devices |
| A.5 | Attitudes and awareness related to client safety, respect for autonomy, and appropriate professional communication during intervention |
📦 Actions and Materials
| Action | Materials |
| Ensure video camera is working and streaming to observers’ room | Video camera, computer with streaming setup |
| Prepare the physical environment with assistive devices | Walker, crutches (forearm and axillary), chairs, bed |
| Set up classroom to simulate OT clinic | Bed, chairs, table, clinical notes |
| Distribute simulation materials and forms to students | Assessment forms (e.g., COPM, FIM results), client profile |
| Prepare caregiver role-player if included | Scenario script, 40-minute briefing session |
Learning objectives (observable behaviour) | |
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Domain A | A.2.7. Student will be able to demonstrate competency in interpreting assessment results and planning interventions accordingly. |
Domain B | B.2.2. Student will be able to collaboratively plan a transfer intervention with the client, incorporating the client’s priorities and context. B.2.3. Student will support the client’s occupational performance during transfer training by providing appropriate cues, grading, and adaptation strategies. B.3. Student will identify safety risks during transfer and take appropriate precautions to ensure the client’s safety. |
Name | A.K. |
Age | 1954 |
Sex | Male |
Personal factors | Strong family bond with daughter and wife; previously independent; motivated to regain autonomy in daily living |
Ethnicity and cultural context | Turkish; lives with family; religious; follows daily prayers |
Reason the participant is seeking OT service and concerns related to engagement in occupations | Difficulty with gait, transfer, and safe mobility. Fatigue during daily tasks and need for safe strategies. Client wants to increase independence at home.
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