Research Article  |   September 2014
Use of Simulated Patients and Reflective Video Analysis to Assess Occupational Therapy Students’ Preparedness for Fieldwork
Author Affiliations
  • Amanda K. Giles, MS, OTR/L, is Instructor, Occupational Therapy, Department of Health Professions, Medical University of South Carolina, 151 Rutledge Avenue, Building B, MSC 962, Charleston, SC 29425; gilesak@musc.edu
  • Nancy E. Carson, PhD, is Assistant Professor; Hazel L. Breland, PhD, is Assistant Professor; Patty Coker-Bolt, PhD, is Associate Professor; and Peter J. Bowman, OTD, is Assistant Professor, Department of Health Professions, Medical University of South Carolina, Charleston
Article Information
Education of OTs and OTAs / Conference Proceedings
Research Article   |   September 2014
Use of Simulated Patients and Reflective Video Analysis to Assess Occupational Therapy Students’ Preparedness for Fieldwork
American Journal of Occupational Therapy, September/October 2014, Vol. 68, S57-S66. doi:10.5014/ajot.2014.685S03
American Journal of Occupational Therapy, September/October 2014, Vol. 68, S57-S66. doi:10.5014/ajot.2014.685S03
Abstract

Educators must determine whether occupational therapy students are adequately prepared for Level II fieldwork once they have successfully completed the didactic portion of their coursework. Although studies have shown that students regard the use of video cameras and simulated patient encounters as useful tools for assessing professional and clinical behaviors, little has been published in the occupational therapy literature regarding the practical application of simulated patients or reflective video analysis. We describe a model for a final Comprehensive Practical Exam that uses both simulated patients and reflective video analysis to assess student preparedness for Level II fieldwork, and we report on student perceptions of these instructional modalities. We provide recommendations for designing, implementing, and evaluating simulated patient experiences in light of existing educational theory.