Peer-Led Virtual Learning: Impact of Dementia-Specific Communication Training for Occupational Therapy Students

Abstract Introduction Occupational therapy students working with people with dementia experience communication barriers. Peer-led communication training, combined with simulation using the Curtin University Empathy Simulator (CUES), may develop students’ communication skills and confidence. Objective This study investigated peer-led, communication training on occupational therapy students’ communication and perceived knowledge, confidence, and satisfaction. Method A mixed-methods quasi-experimental study design was used. The experimental group (n = 27) completed peer-led face-to-face training and interacted with the CUES. The control group (n = 26) completed online peer-led training. Evaluation included observation, pre-post questionnaires, and semi-structured interviews. Results Self-rated communication skills, knowledge, and confidence improved significantly in both groups, the control group experienced greater improvements (p ≤ 0.001) compared to the experimental group. In contrast, qualitative results found peer-led communication training using a virtual avatar fostered safe, authentic and practical learning environments. Conclusion Peer-led training using the CUES developed occupational therapy students’ ability to communicate with people with dementia.