Document Type (Journals)
Original Research
Abstract
As rehabilitation technologies rapidly develop, the lack of evidence-based training remains a barrier to technology adoption. Continuing education (CE) may provide training opportunities for new technologies, specifically 3D printing. Current models of CE course design rely on traditional, pedagogical methods, including didactic delivery, as opposed to applying adult learning models, which integrate experiential, self-directed learning to promote collaboration and problem-solving. This study sought to determine whether the active learning approach of peer-assisted learning (PAL) promoted collaboration and transference of knowledge between rehabilitation clinician peers when learning 3D printing. In this mixed methods study, 35 clinicians from occupational therapy, physical therapy, and speech language pathology disciplines participated in two hours of CE, which integrated tenets of PAL to explore attitudes toward technology adoption perceptions as measured by the Technology Acceptance Model (TAM). Pretest and posttest results were analyzed using paired permutation tests. All TAM responses improved significantly (p < .05), suggesting that for rehabilitation clinicians, CE using an andragogical PAL approach contributed to improving technology acceptance of 3D printing. Content analysis of posttest open-ended questions further explored PAL implementation. The qualitative themes were: (1) Active opportunities supported learning, (2) group format facilitated problem-solving within a team, (3) technology was easier than expected, and (4) barriers remain for technology application in practice. In conclusion, the themes support the integration of PAL as a delivery method of CE to enhance technology adoption.
Biography
Sara Benham, OTD, OTR/L is an Associate Professor at Moravian University, an occupational therapist, and an assistive technology professional (ATP).
Casaundra DiDomenico, MSOT, COTA/L is an occupational therapy assistant and was an occupational therapy student at Moravian University at the time of this study.
Ashton Dluzneski, MSOT was an occupational therapy student at Moravian University at the time of this study.
Erin Howley, MSOT was an occupational therapy student at Moravian University at the time of this study.
Brenna Curley, PhD is an Associate Professor of statistics at Moravian University.
Katelyn Amy, PT, DPT is a 3D printing clinical specialist and a physical therapist at Good Shepherd Rehabilitation.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Benham, S., DiDomenico, C., Dluzneski, A., Howley, E., Curley, B., & Amy, K. (2024). 3D Printing Technology Acceptance through a Peer-Assisted Learning Continuing Education Course. Journal of Occupational Therapy Education, 8 (3). Retrieved from https://encompass.eku.edu/jote/vol8/iss3/14
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