Expanding Structured Simulated Learning Space for Occupational Therapy Doctorate Students
Authors:
Caroline Le Jones, OT/s; Brynn Speroni, OT, OTD, OTR; Jessica Harney, DPT, OT
Abstract:
Tufts University‘s Department of Occupational Therapy’s position within the Graduate School of Arts and Sciences allows a unique liberal arts curriculum. However, limited structured simulation space for experiential skill development within the medical model may affect students’ confidence entering fieldwork. Project aimed to understand benefits of experiential learning resources, informing recommendations to improve students’ perceived self-efficacy. Survey (n=16) was distributed to peer institutions exploring logistics such as construction timelines and budget. From respondents, site visits (n=8) were conducted utilizing observation checklists and semi-structured interviews to determine most beneficial materials and perceived benefits. Quantitative and thematic analysis found benefits such as increased student confidence and professionalism. Results informed recommendation report, highlighting need for expansion of simulated learning space for Tufts OTD students.
Key Words:
experiential learning, simulation, lab space