Becoming through simulation-based learning: Lived experiences of occupational therapy students from culturally and linguistically diverse backgrounds.
Luocheng Zhang, Roma Forbes, Freyr Patterson and 1 others
PMID 40842112WHAT IT FOUND
Occupational therapy students from culturally and linguistically diverse backgrounds described simulation-based learning as stressful but also a source of growth.
Language delays, unfamiliar cultural expectations, and dominant local peers made them feel less heard, while supportive educators and diverse groups helped them engage.
Key findings
01Participants described simulation-based learning as emotionally demanding, with anxiety and self-doubt, but also as a source of personal and professional growth.
02Language barriers, including delayed responses from internal translation and pronunciation differences, made students feel less able to communicate.
03Group dynamics and educator responses affected belonging, with local students often dominating and culturally sensitive educators felt to be more understanding.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
This was a qualitative study of lived experiences, so it does not test whether simulation-based learning improves clinical competence or patient outcomes. The sample was 15 students, and other cultural groups beyond the Asian backgrounds represented were not included. Most participants were female, which may limit how well the experiences represent all students. All interviews were conducted in English, so participants' language proficiency may have affected how fully they could describe their experiences. The study did not include educators' or simulated patients' perspectives, so the findings are based only on student reports.
Declared interests
The authors declared no conflicts of interest. The study was funded by PhD research funding.
The easy way to misread this
Do not conclude that simulation-based learning is proven to improve occupational therapy students' clinical competence. This is a qualitative study of lived experiences reported by 15 students, so it does not test whether the intervention works.