‘A safe place for developing skills’: Stakeholder perspectives on simulation‐based learning in occupational therapy education

INTRODUCTION: This qualitative study explored stakeholder perspectives on simulation-based learning (SBL) in occupational therapy education across five European countries: Austria, Belgium, Croatia, Finland, and Turkey. The study aimed to examine the potential of SBL as a teaching, learning, and assessment methodology. METHODS: A qualitative study was conducted using five focus groups, one in each participating country. Altogether, 35 stakeholders participated in the study. CONSUMER AND COMMUNITY INVOLVEMENT: No consumer or community involvement was engaged in the conduction of this study nor preparation of the work. FINDINGS: Thematic analysis of transcripts revealed four overarching themes: (1) Occupational therapy competencies best suited for SBL; (2) experiences and perceptions of SBL methodologies in occupational therapy education: Perceived educational value for competency development; (3) rationale for SBL in occupational therapy education; and (4) requirements and challenges associated with implementation of SBL, highlighting both the perceived value and the logistical, institutional, and pedagogical challenges of integrating SBL into curricula. CONCLUSION: Findings confirmed the relevance of SBL for enhancing professional competencies in occupational therapy education and offered rich, context-specific insights shaped by diverse educational and health-care systems. While the limited sample size restricts generalizability, the study provides foundational knowledge for future research and development. Importantly, it underscores the need for adequate resources, structured facilitator training, and strategic planning to ensure the successful implementation of SBL in occupational therapy education. These results contribute to a growing body of evidence supporting simulation as a transformative educational approach that bridges theory and practice, ultimately advancing occupational therapy education and professional preparedness.