Faculty Perceptions of Using Technology for Virtual Debriefing

Document Type (Journals)

Original Research

Abstract

Face-to-face simulation and debriefing have been widely used and researched in occupational therapy and physical therapy education to provide students with authentic learning experiences. However, technology acceptance of virtual debriefing has not been studied with occupational therapy and physical therapy faculty. This is an important area of study, as the use of technology to facilitate virtual debriefing became more common during the COVID-19 pandemic and has continued to increase in use post-pandemic. The purpose of this basic qualitative study was to explore faculty perceptions of using technology to facilitate virtual debriefing in graduate occupational therapy and physical therapy programs. The framework that guided this study was Gu et al.’s constructs that predict technology acceptance. Snowball sampling was used via social media and on the American Occupational Therapy Association’s email groups (listservs) to recruit the 13 participants. Participants were occupational therapy and physical therapy faculty who used technology for virtual debriefing. Data were collected via Zoom™ interviews that lasted between 25 and 41 minutes. Data were analyzed using deductive coding by the framework constructs of outcome expectancy, task technology fit, personal factors, and social influences. Inductive thematic analysis indicated that occupational therapy and physical therapy faculty technology acceptance of virtual debriefing was influenced by student expectations, technology expectations, skills facilitated, types of technology, self-efficacy, innovativeness, colleagues and students, and culture. The results of this study could be used to inform faculty development and training that mitigate barriers to implementing this effective teaching and learning technology.

Biography

Kelly Layne, PhD, OTD, OTR has over 20 years of clinical experience as an occupational therapist and over a decade of experience as an OT educator. She is a clinical associate professor at Baylor University whose research interests include the scholarship of teaching and learning specifically regarding reflective practice and educational technology.

Deanne W. Otto, PhD has vast experience including 20+ years in supervision of staff, faculty and programs. A recognized member of IEEE and the Society for Military Engineers including contract time with the US government. Their current position includes training at the US Space Force and adjunct with Walden University.

Dr. Elisabeth McGee, PhD, DPT, MOT, CHT, MTC, CHSE is the AVP of Innovation and Educational Technology at USAHS. An experienced clinician, faculty member, and researcher, she leads initiatives in curriculum innovation, simulation, libraries, and faculty development, advancing interdisciplinary collaboration and transforming health sciences education through strategy, technology, and community impact.

Declaration of Interest

The authors report no declarations of interest.

Recommended Citation

Layne, K., Otto, D., & McGee, E. (2026). Faculty Perceptions of Using Technology for Virtual Debriefing. Journal of Occupational Therapy Education, 10 (2). Retrieved from https://encompass.eku.edu/jote/vol10/iss2/7