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.
At the University of Applied Health Sciences in Zagreb, we have successfully implemented over 10 simulation scenarios to date with students in the first, second and third year of studies. By integrating scenarios into the existing curriculum and aligning them with our program learning objectives, they have provided valuable learning opportunities that enable students to practice and acquire numerous key competencies in simulated practice situations such as:
- Conducting an interview to identify issues of occupational performance and participation
- Observing and analysing occupational performance (occupational analysis)
- Conducting a standardized assessment and documenting interpretation of results
- Supporting skill acquisition for performing activities of daily living
- Planning home modifications with a client
- Collaborating with team members to meet client goals and needs
- Educating a client and family member on how to safely perform a transfer
- Demonstrating empathy to a client experiencing distress
- Advocating for the role and value of occupational therapy to an important stakeholder
Using scenario templates developed by the SIMBA team, our team of teachers has planned and carried out simulations in line with theoretical, practical and empirical guidelines for high-quality simulation. This template has served as a valuable tool for aligning scenario objectives with learning outcomes in our curriculum; constructing a safe, authentic and inclusive learning environment; preparing students, simulants and staff for implementation; facilitating student performance during simulation; leading debriefing and supporting peer- and self-evaluation of defined learning outcomes. Upon completion of the project, the scenario template will be freely available on the project web platform along with numerous other resources as part of a comprehensive toolkit for supporting educators in creating and implementing their own simulation scenarios.
For many of our students, this has been a new learning experience offering unique opportunities to actively practice specific skills in a safe and supportive environment. Engaging in simulated practice situations in the role of occupational therapist has facilitated greater self-confidence for skills they will later be expected to perform during fieldwork. Debriefing discussion, in which students have been prompted to observe, analyse and reflect on their own performance and that of their peers, has been a valuable medium through which students develop aptitudes for critical self-reflection, self-monitoring and evaluation of their own competency development.
Altogether, simulation experiences have proved to be a valuable component in the teaching and learning methodologies included in our curriculum and we look forward to ongoing development and application of this important resource for advancing high quality occupational therapy education!