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Prepare and conduct an occupational interview with a client​ (COPM)

In this scenario, students will prepare and practice conducting an initial occupational interview with a client using the COPM tool.

This is an on-campus (classroom) simulation using a controlled, reproducible scenario.

The learning scenario applies a role play modality, where students working in small groups participate in the scenario in the roles of the therapist, client or observer. It takes place in the context of on-campus practical classes.

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Occupational analysis of the home: COPD and hip surgery

This simulation involves a role-play with Maria, a 70-year-old recovering from hip surgery and living with COPD. Her goals include independence in self-care, symptom management, maintaining household roles, and social participation. Students will conduct an occupational and home analysis (with a focus on the bathroom, variations possible), identify her needs, and define goals as a basis for future interventions to enhance mobility and quality of life.

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Making Breakfast Work: ADL Observation and Assistive Advice After a Wrist Fracture

The client who is being observed has been diagnosed with diabetic retinopathy as well as DM type 2 and has restrictions on movement and strength of the dominant hand because of a radius fracture after falling on the ground. The aim of this simulation is to observe the everyday situation “preparing breakfast” and identify relevant restrictions based on the diagnoses.

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Implementing SIMBA Simulated-learning Experiences: Report from the Field 

After over 18 months of intense work on the development of numerous resources and materials for simulation-based learning in OT education, the SIMBA team has been busy implementing simulated learning experiences in the study programmes of all five project partners. Altogether, 30 hands-on and digital simulation scenarios will be implemented, tested and evaluated during this academic year with occupational therapy students at various phases of study and across numerous curriculum areas. Using the insight and experience gained from implementation, all scenarios will be revised and prepared for final dissemination as a key outcome of the SIMBA project.   

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From Theory to Practice: Building an Assessment for Simulation-Based Learning

Creating a valid and reliable assessment tool for simulation-based learning in allied health education is a challenging but rewarding process. The development of the SIMBA Assessment Tool for Simulation-Based Learning followed a systematic and structured approach. The first step involved a systematic review of the existing literature to identify approaches and methods used in simulation-based

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