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Lisa J. Knecht-Sabres, DHS, OTR/L; Mark Kovic, OTD, OTR/L; Minetta Wallingford, MHS, OTR/L; LaVonne Ellen St.Amand, MPH, OTR/L


This paper examined the effect of a unique amalgam of adult learning methodologies near the end of the occupational therapy (OT) students’ didactic education as a means to enhance readiness for clinical practice. Results of quantitative and qualitative data analysis indicated that the use of standardized patients, in combination with a sequential, semistructured, and progressively challenging series of client cases, in an OT adult practice (intervention) course, improved the students’ self-perception of their level of comfort and skill on various foundational, yet essential, OT-related competencies.