Three-dimensional (3D) printing is emerging as a relevant adaptive technology in occupational therapy because of its potential to support customized, client-centered adaptive devices. In occupational therapy education, 3D printing provides students with an opportunity to apply clinical reasoning, creativity, and problem-solving through occupation-based adaptive device design.
This study examines group-level response patterns and students' perceptions of an instructional module for a 3D adaptive device. The learning module moves students from foundational knowledge with directed instruction to applied learning through a 3D design-and-printing activity. A single-group mixed-methods pre/post educational design will be used. Anonymous, non-linked survey data will be collected before and after the module to examine technology acceptance, self-efficacy, and professional identity related to the implementation of 3D adaptive devices. Qualitative data will be collected through a structured written reflection after the module.
Because survey responses are anonymous and not linked across time points, the study will not measure individual improvement. Instead, it will examine group-level response patterns and students’ descriptions of the educational experience. Findings may inform future course design, instructional refinement, and adaptive technology education in occupational therapy.
