Research Article
Issue Date: October 15, 2015
Published Online: October 16, 2015
Updated: June 13, 2018
Wheelchair Transfer Simulations to Enhance Procedural Skills and Clinical Reasoning
Joanne M. Baird; Ketki D. Raina; Joan C. Rogers; John O’Donnell; Margo B. Holm
Author Affiliations
  • Joanne M. Baird, PhD, OTR/L, is Assistant Professor, Department of Occupational Therapy, University of Pittsburgh, Pittsburgh, PA
  • Ketki D. Raina, PhD, OTR/L, is Associate Professor, Department of Occupational Therapy, University of Pittsburgh, Pittsburgh, PA
  • Joan C. Rogers, PhD, OTR/L, FAOTA, is Professor Emeritus, Department of Occupational Therapy, University of Pittsburgh, Pittsburgh, PA
  • John O’Donnell, DrPH, MSN, CRNA, is Professor, Department of Nurse Anesthesia, University of Pittsburgh, Pittsburgh, PA
  • Margo B. Holm, PhD, OTR/L, FAOTA, ABDA, is Professor Emerita, Department of Occupational Therapy, University of Pittsburgh, Pittsburgh, PA; mbholm@pitt.edu
Article Information
Education of OTs and OTAs
Research Article   |   October 15, 2015
Wheelchair Transfer Simulations to Enhance Procedural Skills and Clinical Reasoning
American Journal of Occupational Therapy, October 2015, Vol. 69, 6912185020. https://doi.org/10.5014/ajot.2015.018697
American Journal of Occupational Therapy, October 2015, Vol. 69, 6912185020. https://doi.org/10.5014/ajot.2015.018697
Abstract

OBJECTIVE. We describe an educational intervention that involved simulation scenarios of medically complex patients to teach transfer training and promote clinical reasoning.

METHOD. Scenarios were developed with practitioner input that described (1) a patient who was acutely ill, (2) a critical medical management event that occurred during a bed-to-wheelchair transfer of the patient, and (3) an occupational need. Transfer training, using the scenarios, occurred in a high-technology laboratory with SimMan® and a mock hospital suite. Evaluation was based on student performance and perceptions of simulation effectiveness.

RESULTS. On average, students completed 66%–88% of the transfer items correctly. Student performance suggested that the simulation scenarios were more difficult than practitioners rated them. Students rated the simulation scenarios as effective teaching tools.

CONCLUSION. Scenario use in simulations for transfer training makes a positive curricular contribution to teaching procedural skills and clinical reasoning simultaneously.