Andreja Bartolac, Claire Sangster Jokić, Heli Arokki, Hilal Bostanci Seçkin, Ahmet Emir, Anu Kuikkaniemi, Laurence Magerat, Katrin Pechstadt, Julia Unger, Kuni Vergauwen
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引用次数: 0
Abstract
Introduction: This qualitative study explored stakeholder perspectives on simulation-based learning (SBL) in occupational therapy education across five European countries: Austria, Belgium, Croatia, Finland, and Turkey. The study aimed to examine the potential of SBL as a teaching, learning, and assessment methodology.
Methods: A qualitative study was conducted using five focus groups, one in each participating country. Altogether, 35 stakeholders participated in the study.
Consumer and community involvement: No consumer or community involvement was engaged in the conduction of this study nor preparation of the work.
Findings: Thematic analysis of transcripts revealed four overarching themes: (1) Occupational therapy competencies best suited for SBL; (2) experiences and perceptions of SBL methodologies in occupational therapy education: Perceived educational value for competency development; (3) rationale for SBL in occupational therapy education; and (4) requirements and challenges associated with implementation of SBL, highlighting both the perceived value and the logistical, institutional, and pedagogical challenges of integrating SBL into curricula.
Conclusion: Findings confirmed the relevance of SBL for enhancing professional competencies in occupational therapy education and offered rich, context-specific insights shaped by diverse educational and health-care systems. While the limited sample size restricts generalizability, the study provides foundational knowledge for future research and development. Importantly, it underscores the need for adequate resources, structured facilitator training, and strategic planning to ensure the successful implementation of SBL in occupational therapy education. These results contribute to a growing body of evidence supporting simulation as a transformative educational approach that bridges theory and practice, ultimately advancing occupational therapy education and professional preparedness.
期刊介绍：
The Australian Occupational Therapy Journal is a leading international peer reviewed publication presenting influential, high quality innovative scholarship and research relevant to occupational therapy. The aim of the journal is to be a leader in the dissemination of scholarship and evidence to substantiate, influence and shape policy and occupational therapy practice locally and globally. The journal publishes empirical studies, theoretical papers, and reviews. Preference will be given to manuscripts that have a sound theoretical basis, methodological rigour with sufficient scope and scale to make important new contributions to the occupational therapy body of knowledge. AOTJ does not publish protocols for any study design
The journal will consider multidisciplinary or interprofessional studies that include occupational therapy, occupational therapists or occupational therapy students, so long as ‘key points’ highlight the specific implications for occupational therapy, occupational therapists and/or occupational therapy students and/or consumers.
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