High-tech vs. low-tech simulations in OT education
Impacts on technophobia, technological problem-solving, and entrepreneurial thinking
Bibliographic Data
| ID | 22424913 |
|---|---|
| Authors | Shada Abu Rass (Tel Aviv University), Michal Avrech Bar (0000-0001-9656-4780, Tel Aviv University), Sigal Portnoy (0000-0002-7547-4150, Tel Aviv University, corresponding author) |
| Year | 2026 |
| Volume | 26 |
| Issue | 1 |
| Pages | 196-196 |
| Publication date | 2026-01-07 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | BMC Medical Education (JOURNAL) |
| Journal identifiers | ISSN: 1472-6920 • E-ISSN: 1472-6920 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1186/s12909-025-08550-4 |
| PMID | 41501777 |
| OpenAlex | W7118611987 |
| Language | EN |
| References cited | 36 |
BACKGROUND: Although technology is increasingly integrated into clinical practice, a gap remains between available technological tools and their use in occupational therapy education. This gap may lead to technophobia, hesitation in adopting new tools, and limited development of innovative or entrepreneurial thinking among students. METHODS: A quasi-experimental study was conducted with second-year occupational therapy students enrolled in an assistive technologies course. All participants attended a lecture, followed by practical learning in either a home or laboratory environment. Students were assigned to one of two groups based on initial technophobia scores. The low-technology group engaged with 3D-printed assistive devices, while the high-technology group participated in one high-tech simulation (virtual reality therapy, digital modeling of a device, or electromyography-based muscle activation practice). Outcome measures included technophobia levels, technological problem-solving skills (confidence, approach/avoidance, and sense of control), and entrepreneurial traits. Statistical analyses assessed within- and between-group differences before and after the simulations. RESULTS: Participants in the high-technology group showed a significant decrease in technophobia (p < 0.001) alongside improvements in problem-solving skills (p < 0.001) and entrepreneurial characteristics (p = 0.005) compared to the low-technology group. A strong positive correlation (p < 0.001) was observed between pre- and post-intervention technophobia scores, indicating meaningful change following the simulations, with the high-technology group demonstrating the greater reduction. Qualitative feedback also indicated higher engagement, perceived relevance, and motivation to explore innovative practices among students in the high-technology group. CONCLUSIONS: Incorporating high-technology, experiential learning opportunities into occupational therapy education can reduce technophobia, strengthen confidence and problem-solving abilities, and promote entrepreneurial thinking. These findings support the integration of technology-focused training to better prepare students for evolving clinical and professional demands.
Critical thinking · Experiential learning · Higher education · Multimethodology · Nominal group technique · Qualitative property · Qualitative research · Occupational Therapy Practice and Research · Simulation-Based Education in Healthcare · Surgical Simulation and Training
| Highly cited | No |
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