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Cultivating Empathy and Compassion Through Sim-Tech: A Reflective Action Research Study Enhancing Community-Based Interventions for Marginalised Groups
British Journal of Occupational Therapy
Swansea University Author:
Eva Chung
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© The Author(s) 2025. This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (CC BY-NC 4.0).
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DOI (Published version): 10.1177/03080226251377580
Abstract
Preparing occupational therapy students to engage meaningfully with human rights and inclusion requires more than cognitive instruction. Traditional methods often fall short in fostering the emotional and relational skills essential to community-based practice. This educational action research explo...
| Published in: | British Journal of Occupational Therapy |
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| ISSN: | 0308-0226 1477-6006 |
| Published: |
SAGE Publications
2025
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa70245 |
| Abstract: |
Preparing occupational therapy students to engage meaningfully with human rights and inclusion requires more than cognitive instruction. Traditional methods often fall short in fostering the emotional and relational skills essential to community-based practice. This educational action research explores how immersive and activity-based learning, grounded in critical reflection, can cultivate compassion and deepen students’ understanding of marginalisation. Guided by the Action Research Cycle, the Sim-Tech Workshop was delivered at the university’s Immersive and Simulation Centre. Students engaged with 360-degree video scenarios portraying the lived experiences of marginalised individuals, followed by hands-on simulations such as gardening and activity planning. These experiences were supported by structured opportunities for reflection, enabling students to explore their emotional responses and develop practical ideas for inclusive interventions. Through reflective dialogue and journalling, students reported increased emotional awareness and a deeper appreciation of the challenges faced by marginalised communities. Perspective-taking and experiential learning emerged as powerful tools for fostering empathy and compassion. Rather than focusing solely on outcomes, the workshop encouraged students to reflect on how their values and assumptions shape their professional identity. This study highlights the value of reflective, immersive learning in occupational therapy education and its potential to support socially responsive, compassionate practice. |
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| Keywords: |
Occupational therapy education, immersive learning, simulation-based teaching, reflective practice, educational action research |
| College: |
Faculty of Medicine, Health and Life Sciences |
| Funders: |
Swansea University |