{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,14]],"date-time":"2026-10-14T19:09:26Z","timestamp":1792004966652,"version":"4.4.0"},"reference-count":34,"publisher":"Wiley","issue":"6","license":[{"start":{"date-parts":[[2018,8,31]],"date-time":"2018-08-31T00:00:00Z","timestamp":1535673600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"funder":[{"name":"Commonwealth Department of Health"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Aus Occup Therapy J"],"published-print":{"date-parts":[[2018,12]]},"abstract":"<jats:sec><jats:title>Background\/aim<\/jats:title><jats:p>Professional practise placements in occupational therapy education are critical to ensuring graduate competence. Australian occupational therapy accreditation standards allow up to 200 of a mandated 1000 placement hours to include simulation\u2010based learning. There is, however, minimal evidence about the effectiveness of simulation\u2010based placements compared to traditional placements in occupational therapy. We evaluated whether occupational therapy students completing a 40\u00a0hour (one week block) Simulated Clinical Placement (<jats:styled-content style=\"fixed-case\">SCP<\/jats:styled-content>) attained non\u2010inferior learning outcomes to students attending a 40 hour Traditional Clinical Placement (<jats:styled-content style=\"fixed-case\">TCP<\/jats:styled-content>).<\/jats:p><\/jats:sec><jats:sec><jats:title>Methods<\/jats:title><jats:p>A pragmatic, non\u2010inferiority, assessor\u2010blinded, multicentre, randomised controlled trial involving students from six Australian universities was conducted. Statistical power analysis estimated a required sample of 425. Concealed random allocation was undertaken with a 1:1 ratio within each university. Students were assigned to <jats:styled-content style=\"fixed-case\">SCP<\/jats:styled-content> or <jats:styled-content style=\"fixed-case\">TCP<\/jats:styled-content> in one of three settings: vocational rehabilitation, mental health or physical rehabilitation. <jats:styled-content style=\"fixed-case\">SCP<\/jats:styled-content> materials were developed, manualised and staff training provided. <jats:styled-content style=\"fixed-case\">TCP<\/jats:styled-content>s were in equivalent practice areas. Outcomes were assessed using a standardised examination, unit grades, the Student Practice Evaluation Form\u2010Revised and student confidence survey. A generalised estimating equation\u00a0approach was used to assess non\u2010inferiority of the <jats:styled-content style=\"fixed-case\">SCP<\/jats:styled-content> to the <jats:styled-content style=\"fixed-case\">TCP<\/jats:styled-content>.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Of 570 randomised students (84% female), 275 attended the <jats:styled-content style=\"fixed-case\">SCP<\/jats:styled-content> and 265 the <jats:styled-content style=\"fixed-case\">TCP<\/jats:styled-content> (<jats:italic>n<\/jats:italic>\u00a0=\u00a0540, 94.7% retention). There were no significant differences between the <jats:styled-content style=\"fixed-case\">TCP<\/jats:styled-content> and <jats:styled-content style=\"fixed-case\">SCP<\/jats:styled-content> on (i) examination results (marginal mean difference 1.85, 95% <jats:styled-content style=\"fixed-case\">CI<\/jats:styled-content>: 0.46\u20133.24; <jats:italic>P<\/jats:italic>\u00a0=\u00a00.087); (ii) unit score (mean (<jats:styled-content style=\"fixed-case\">SD<\/jats:styled-content>) <jats:styled-content style=\"fixed-case\">SCP<\/jats:styled-content>: 71.9 (8.8), <jats:styled-content style=\"fixed-case\">TCP<\/jats:styled-content>: 70.34 (9.1); <jats:italic>P<\/jats:italic>\u00a0=\u00a00.066); or (iii) placement fail rate, assessed using the Student Practice Evaluation Form\u2010Revised (100% passed both groups).<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusion<\/jats:title><jats:p>Students can achieve equivalent learning outcomes in a 40 hour simulated placement to those achieved in a 40 hour traditional placement. These findings provide assurance to students, educators and professional accreditation bodies that simulation can be embedded in occupational therapy education with good effect.<\/jats:p><\/jats:sec>","DOI":"10.1111\/1440-1630.12513","type":"journal-article","created":{"date-parts":[[2018,8,31]],"date-time":"2018-08-31T09:19:47Z","timestamp":1535707187000},"page":"556-564","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":45,"title":["Simulated versus traditional occupational therapy placements: A randomised controlled trial"],"prefix":"10.1111","volume":"65","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-9055-3554","authenticated-orcid":false,"given":"Christine","family":"Imms","sequence":"first","affiliation":[{"name":"School of Allied Health Australian Catholic University Fitzroy Victoria 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Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1852-3566","authenticated-orcid":false,"given":"Susan","family":"Darzins","sequence":"additional","affiliation":[{"name":"School of Allied Health Australian Catholic University Fitzroy Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Stephen","family":"Guinea","sequence":"additional","affiliation":[{"name":"Faculty of Health Sciences Australian Catholic University Fitzroy Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Elena","family":"Gospodarevskaya","sequence":"additional","affiliation":[{"name":"Deakin Health Economics Centre for Population Health Research Deakin University Geelong Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rob","family":"Carter","sequence":"additional","affiliation":[{"name":"Deakin Health Economics Centre for Population Health Research Deakin University Geelong Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mark A.","family":"Symmons","sequence":"additional","affiliation":[{"name":"School of Allied Health Australian Catholic University Fitzroy Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4802-2052","authenticated-orcid":false,"given":"Merrolee","family":"Penman","sequence":"additional","affiliation":[{"name":"Work Integrated Learning Faculty of Health Sciences The University of Sydney Lidcombe New South Wales Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Kelli","family":"Nicola\u2010Richmond","sequence":"additional","affiliation":[{"name":"School of Health and Social Development Deakin University Geelong Victoria Australia"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Susan","family":"Gilbert Hunt","sequence":"additional","affiliation":[{"name":"School of Health Sciences 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