Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden.
Scand J Occup Ther. 2023 May;30(4):425-434. doi: 10.1080/11038128.2021.1974549. Epub 2021 Sep 12.
The use of simulated learning activities in occupational therapy education has emerged in the past decade. Studies describing experiences of using standardised patients in practical examination in occupational therapy is lacking.
To describe teachers' and students' experiences of a newly implemented practical examination in occupational therapy education using standardised patients.
A qualitative study using data from student questionnaires, a focus-group with five teachers, and teachers' reflective diary notes. Data were analysed with problem-driven content analysis.
Three categories were identified: The practical examination as a learning situation included a structured learning environment and scenarios with standardised patients with the right level of complexity. The teacher's role was influenced by the educational approach applied to create equal conditions for all students, students' thoughts about being assessed and the teachers' emphasis of being well prepared. The examination was an opportunity for developing practical skills. The students valued being prepared for clinical practice and the teachers valued the examination as a bridge between theory and practice.
A carefully planned practical examination can contribute to developing professional occupational therapy competences and is a tool for educators to replicate the authentic clinical settings students encounter in fieldwork.
在职业治疗教育中使用模拟学习活动在过去十年中已经出现。描述在职业治疗实践考试中使用标准化患者的经验的研究还很少。
描述教师和学生在职业治疗教育中使用标准化患者新实施的实践考试的经验。
使用来自学生问卷、五名教师的焦点小组和教师反思日记的定性研究。使用问题驱动的内容分析对数据进行分析。
确定了三个类别：实践考试作为一种学习情境，包括结构化的学习环境和具有标准化患者的适当复杂程度的场景。教师的角色受到所应用的教育方法的影响，这种方法为所有学生创造了平等的条件，学生对评估的思考以及教师对充分准备的强调。考试是发展实践技能的机会。学生重视为临床实践做好准备，教师重视考试作为理论与实践之间的桥梁。
精心计划的实践考试有助于培养专业的职业治疗能力，并且是教育工作者复制学生在实地工作中遇到的真实临床环境的工具。
