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Background <p>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.</p> Methods <p>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.</p> Results <p>Participants in the high-technology group showed a significant decrease in technophobia (<i>p</i> &lt; 0.001) alongside improvements in problem-solving skills (<i>p</i> &lt; 0.001) and entrepreneurial characteristics (<i>p</i> = 0.005) compared to the low-technology group. A strong positive correlation (<i>p</i> &lt; 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.</p> Conclusions <p>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.</p>

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High-tech vs. low-tech simulations in OT education: impacts on technophobia, technological problem-solving, and entrepreneurial thinking

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年1月7日

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  • Shada Abu Rass,
  • Michal Avrech Bar,
  • Sigal Portnoy

摘要

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.