Student Perceptions of the Effectiveness of Simulated Versus Clinical Experiences in Learning Clinical Skills

Joanne M. Baird, University of PittsburghFollow
Tracy Van Oss, Quinnipiac UniversityFollow
Maureen Hoppe, College of Saint Mary'sFollow
Jean Prast, Saginaw Valley State UniversityFollow
Audrey Zapletal, Thomas Jefferson UniversityFollow
Ketki Raina, University of PittsburghFollow

Document Type (Journals)

Original Research

Abstract

Occupational therapy education programs use simulation and clinical environments to teach students clinical skills. However, students’ perceptions of how these environments meet their learning needs are not known. The objective of this study was to explore entry-level occupational therapy students’ perceptions of the effectiveness of simulation and clinical environments in learning clinical skills. This was an observational study, measuring the students’ perceptions after engaging in simulations and clinical environments. Participants were occupational therapy students enrolled in Master's and Doctorate programs (N = 460) in five accredited entry-level occupational therapy programs. Students completed the Clinical Learning Environment Comparison Survey (CLECS). CLECS measures students’ perceptions of how well their learning needs were met in simulations and clinical learning environments in six domains. For the Total scale and Communication, Holism, Critical Thinking, and Teaching Learning Dyad subscales, students perceived that the clinical environment prepared them better than the simulated environment (p < .05). For occupational therapy Process and Self-efficacy domains, students perceived no differences. However, the perception of the effect of the environment on learning was small for Total scale, Holism, and Critical Thinking (Cohen’s d = 0.31 – 0.40) and medium for Communication skills (Cohen’s d = 0.56). Students perceived a difference in how simulations versus clinical environments met their learning needs. Our findings emphasize the importance of context when designing student learning experiences.

Biography

Joanne M Baird, PhD, OTR/L, CHSE is a professor in the in the Department of Occupational Therapy at the University of Pittsburgh, Pittsburgh, PA. She is an expert simulationist with a focus on promotion of clinical reasoning in pre-licensure programs, application of best-practice debriefing, the use of near-peer facilitation. http://orcid.org/0000-0002-1082-595X

Tracy Van Oss, OTR/L, CHSE is a professor and doctoral capstone coordinator in the Department of Occupational Therapy, Quinnipiac University, Hamden, CT. Her work in the scholarship of teaching and learning encompasses the use of simulation, experiential learning, and community engagement pedagogies to enhance student learning. https://orcid.org/0000-0001-6883-8123

Maureen Hoppe, EdD, MA, OTR/L, CHSE is an associate professor in the Department of Occupational Therapy at the College of Saint Mary, Omaha, NE. Research and scholarly work includes facilitation of clinical reasoning, simulation best practices and interprofessional education. https://orcid.org/0009-0000-5557-3410

Jean Prast, OTD, OTR/L, CHSE, is a professor in the Department of Occupational Therapy at Saginaw Valley State University, University Center, MI. She is a certified healthcare simulation educator and actively involved in the development and implementation of simulations and interprofessional education in the college and community.

Audrey Zapletal, OTD, OTR/L, is a teaching associate professor in the Department of Occupational Therapy at Thomas Jefferson University, Philadelphia, PA. She uses high-fidelity simulation to advance inclusive care. Her work initiated a 6-month professional development program on best practices for LGBTQ+ inclusion in healthcare and education. https://orcid.org/0000-0003-4862-7630

Ketki Raina, PhD, OTR/L, FAOTA is professor and vice chair of academic affairs in the Department of Occupational Therapy at the University of Pittsburgh, Pittsburgh, PA. She is passionate about the scholarship of teaching and learning, developing evidence-based educational strategies, and assessing their implementation in curricula. https://orcid.org/0000-0002-9183-2456

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Baird, J. M., Van Oss, T., Hoppe, M., Prast, J., Zapletal, A., & Raina, K. (2025). Student Perceptions of the Effectiveness of Simulated Versus Clinical Experiences in Learning Clinical Skills. Journal of Occupational Therapy Education, 9 (3). https://doi.org/10.26681/jote.2025.090306