Learning occupational therapy practice using standardised patients in a practical examination - experiences of students and teachers.

BACKGROUND 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. OBJECTIVE To describe teachers' and students' experiences of a newly implemented practical examination in occupational therapy education using standardised patients. MATERIAL AND METHODS 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. RESULTS 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. CONCLUSION AND SIGNIFICANCE 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.