Use of Simulation in Occupational Therapy Education: Way of the Future?

Abstract

OBJECTIVE. A national study explored the use of simulated learning experiences in U.S. occupational therapy and occupational therapy assistant entry-level academic programs. METHOD. Program faculty at 245 of 310 occupational therapy assistant and occupational therapy entry-level programs completed a self-reported 23-question online survey on the use of simulation and its challenges and benefits. Data were analyzed using frequency, percentage, and thematic coding. RESULTS. Of 245 programs, 175 (71%) reported using simulation, with the most common teaching methods incorporating human actors and students and video cases. Simulated scenarios were primarily presented in intervention courses (90%). Faculty provided feedback that benefits of the simulated experience were increased critical reasoning, problem solving and decision making, and communication among students. Challenges were time, cost, and scheduling. CONCLUSION. Findings were similar to those in the literature in terms of simulated learning's uses, benefits, and challenges. Further research on student learning outcomes and pedagogy in occupational therapy is recommended.

High-Fidelity Simulation in Occupational Therapy Curriculum: Impact on Level II Fieldwork Performance

“…The top three goals for use indicated by entry-level master degree OT programs are increased clinical reasoning (92%), problem solving or decision-making abilities (88%), and communication skills (65%). The results of this study, as with the majority of OT-based studies, were qualitative self-reflections on the use, quality, and benefits of simulation (Bethea et al, 2014;Bradley, Whittington, & Mottram, 2013;Castillo, 2011;Giles, Carson, Breland, Coker-Bolt, & Bowman, 2014;Herge et al, 2013;Hedge et al, 2015;Shoemaker et al, 2011 In this study, Tomlin (2005) (Bethea et al, 2014). Therefore, Bethea et al (2014) …”

“…Medical simulation provides students with realistic professional situations in a carefully controlled environment (Bethea et al, 2014). The students gain exposure to potential scenarios and are able to reflect with evaluators after engaging in the experience (Saaranen, Vaajoki, Kellomaki, & Hyvarinen, 2015).…”

“…Medical simulation embedded in health care education has become increasingly common (Bethea, Castillo, & Harvison, 2014). Medical simulation provides students with realistic professional situations in a carefully controlled environment (Bethea et al, 2014).…”

“…In an effort to examine the current benefits and challenges of simulation use specific to OT programs, Bethea, Castillo, and Harvison (2014) distributed a self-report, 23-question survey to 310…”

Co-constructing Simulations with Learners: Roles, Responsibilities, and Impact

“…Given that an optimal outcome may take months or years (Emerich, Parsons, & Stein, 2012;Stephens, Williamson, & Berryhill, 2015), a therapist must also understand the process of design and intervention plan progression and incorporate correct skill and practice schedules (or "dose" of training) into education sessions for every stage of the recovery. Research shows that simulated learning is an effective method of experiential learning (Kolb, 1984) that promotes skill development and clinical reasoning (Cook et al, 2013), but there is limited direction from the literature regarding use or best practices for simulation in rehabilitation training programs (Bethea, Castillo, & Harvison, 2014;Yeung, Dubrowski, & Carnahan, 2013). And, there is even less guidance for designing simulations targeted at both skill development and therapeutic progression.…”