The SIMBA project aimed to integrate simulation-based learning (SBL) into all stages of occupational therapy (OT) education across five partner institutions, supported by evidence-based practice. Its purpose was to introduce SBL as an innovative method for teaching, learning, and assessing OT competences, ensuring that students gain the skills and confidence required for a smooth transition into professional practice and actively engage in their learning. In the long term, the project seeks to enhance the quality, safety, and effectiveness of OT services through authentic, inclusive, and innovative methodologies. To achieve this, SIMBA set three main objectives: first, to develop a competence framework and SBL guidelines; second, to design and integrate a valid and reliable SBL assessment tool; and third, to create practical resources such as a structured scenario template, hands-on and digital case-based scenarios, a teacher instruction manual, and an open-access web platform for learning and dissemination. These objectives align with Erasmus+ priorities by promoting innovative teaching and learning practices, fostering diversity and inclusion, and combining hands-on and digital approaches to strengthen OT education in Europe.
The project addresses a critical gap in occupational therapy (OT) education: preparing students to acquire essential professional competencies for complex and diverse healthcare systems despite limited practice placements. These constraints hinder progression from theoretical knowledge (“knows/knows how”) to practical application (“shows how/does”), as described by Miller’s pyramid (1990). OT programs often lack sufficient and varied placements, reducing exposure to diverse populations and rare cases such as spinal cord injuries. This limitation affects students’ readiness for professional practice and, ultimately, the quality and safety of patient care. Traditional approaches cannot fully develop competencies such as critical thinking, decision-making, and cultural awareness. Simulation-based learning (SBL), widely adopted in nursing and medicine, offers authentic, safe environments to bridge this gap. However, OT lacks guidelines and evidence-based practices for SBL, as its focus on daily activities and participation differs from other professions. The SIMBA project was designed to integrate SBL into OT curricula, enhancing preparedness and ensuring novice occupational therapists deliver high-quality care across contexts.