Document Type (Journals)

Educational and Instructional Technology


Simulation education is a sought-out teaching modality in allied healthcare education to bridge the classroom and the clinic. In addition to developing healthcare student professionals’ skills, attitudes and key competencies, simulation can also be used to address the national fieldwork shortage, as well as site capacity issues related to the current pandemic. Although the Accreditation Council for Occupational Therapy Education (ACOTE) has recently indicated that simulation is an acceptable method to deliver Level I fieldwork, there are limited resources available. This paper will provide a pedagogical blueprint for incorporating computer-based simulation and case-based learning principles using the Simucase™ platform for a one-week, Level I fieldwork experience. A model of best practice for a Level I fieldwork experience will be shared, to include a framework with learning objectives, example syllabus, student assessment, and debriefing rubric. This model aligns with the Occupational Therapy Education Research Agenda, which challenges the profession to expand faculty development, provide resources on instructional methods and identify signature pedagogies in occupational therapy fieldwork education.


Elizabeth D. DeIuliis, OTD, OTR/L is a Clinical Associate Professor and has served in the role of Academic Fieldwork Coordinator for over 11 years at Duquesne University in Pittsburgh, Pennsylvania. In addition to fieldwork, her scholarship interests include the doctoral capstone, professionalism, and interprofessional education.

Amy Mattila, PhD, OTR/L is an Assistant Professor at Duquesne University and has worked in academia over the last 10 years. Her scholarly agenda focuses around scholarship of teaching and learning, particularly around clinical education and student wellness.

Retta M. Martin, MS, OTR/L is a Clinical Instructor at Duquesne University in Pittsburgh, Pennsylvania and has over 20 years of clinical experience.

Declaration of Interest

The authors report no declarations of interest.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.