ArticleBMC medical education2026
High-tech vs. low-tech simulations in OT education: impacts on technophobia, technological problem-solving, and entrepreneurial thinking.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundAlthough 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.
methodsA 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.
resultsParticipants 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.
conclusionsIncorporating 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.
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