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.