A Cost-Effective Analysis of 3D Printing Applications in Occupational Therapy Practice

Background: Emerging research supports 3D printing can provide customizable, low-cost, and replicable items for application in occupational therapy, but more research is necessary to inform occupational therapists on why and how 3D printing would be applicable and feasible in practice. Method: This study is a cost-effective analysis aimed to identify practical considerations of a selection of 3D printed items in comparison to commercially available items. Ten items of adaptive equipment were downloaded from open-sourced 3D printing design websites and printed. The estimated cost of material was calculated and each print time was recorded. Items with comparable design and function were selected from a thorough internet search for analysis and comparison to the 3D printed items. Results: The results demonstrate that each 3D printed item had a positive benefit in terms of material cost and print time compared to the cost and shipping time of each comparable item. Conclusion: The 3D printed items were the more cost-effective for all items, but most significantly for niche designs with fewer available commercial alternatives. 3D printing successfully replicated commonly used adaptive equipment for a comparable cost, while allowing for customization and the ability to provide the item in-house to clients

Satisfaction with Customizable 3D-Printed Finger Orthoses Compared to Commercial SilverRing™ Splints

Background: Emerging research primarily supports 3D-printing as a customizable, replicable orthosis option. However, more research emphasizing orthotic users’ viewpoints is necessary to address challenges with orthotic wear adherence and satisfaction. Method: Forty persons were recruited at an academic medical center. After wearing each orthosis for 8 hr (or as long as tolerated), the participants completed post-satisfaction surveys to measure satisfaction with different aspects of both orthoses worn. Results: Forty participants (21 females, 19 males, mean age = 24.98 years) were enrolled in the study. Satisfaction scores (N = 40) were not statistically significant for 3D-printed orthoses compared to SilverRing™ Splints across all domains except for Affordability, which was rated significantly higher for 3D-printed orthoses (M = 10.00, SD = 0.000) compared to SilverRing™ Splints (M = 5.28, SD = 2.35), t(39) = 12.70, p \u3c .001. The mean difference in satisfaction scores was 4.72, with a 95% confidence interval ranging from 3.97 to 5.48. Conclusion: Findings provide novel evidence supporting the use of this customizable 3D-printed prototype as a cost-effective, alternative option to established commercial finger orthoses. This study has potential to assist clinicians’ decision-making as they navigate best orthoses options for individuals with swan-neck deformities

Impact of Virtual Simulation-Based Level I Fieldwork on Level II Fieldwork Performance

Fieldwork is an essential part of a student’s education and development to become competent in entry-level occupational therapy skills (ACOTE, 2018). The implications of COVID-19 coupled with staffing shortages and an increase in academic programs resulted in academic fieldwork coordinators competing for a limited number of spots. The Accreditation Council of Occupational Therapy Education (ACOTE) integrated the use of simulation as an instructional method to meet Standard C.1.9 for Fieldwork I. This study used a retrospective cohort design to determine the impact of virtual simulation-based Level I fieldwork on performance in Level II fieldwork. Thirty-seven Doctor of Occupational Therapy students’ Level II fieldwork performance evaluation scores were compared based on their placement in a traditional or simulation-based Level IA fieldwork. Nineteen students were reassigned to Simucase to complete their Level IA fieldwork due to COVID-19, and the remaining eighteen completed their traditional setting as scheduled. All students then completed a traditional Level IB. The Fieldwork Performance Evaluation (FWPE) was utilized by the students’ fieldwork educators to assess their performance. There was no statistically significant difference between the students that completed the simulation-based Level I fieldwork and the students that completed both Level I experiences in person in their Level IIA and Level IIB FWPE scores (p=0.683, p=0.889). Additionally, there was no statistically significant difference found between the subsections on the FWPE between the two groups. The results of this study advance the current literature regarding the use of simulation-based experiences in occupational therapy education by displaying a comparable alternative to the traditional fieldwork model

The Relationship between Admission Criteria and Fieldwork Performance in a Masters-Level OT Program: Implications for Admissions

Occupational therapy (OT) graduate programs strive to produce an effective OT workforce with competent and engaged OT practitioners. Admission into OT graduate programs is an increasingly competitive process, with most programs having more applicants than spaces available. Programs need to select applicants that will be the most successful in meeting graduation requirements, including both academic and clinical components. This pilot study was designed to examine the relationship between admission criteria and fieldwork (FW) performance. The study utilized a retrospective analysis with a convenience sample of 108 students with complete data from a private university in the Midwest. Independent variables of Graduate Record Examination (GRE) subscale scores (GRE-verbal, GRE-quantitative, and GRE-written) and undergraduate Cumulative Grade Point Average (CGPA) were included. The dependent variable was level II FW performance, as measured by the AOTA Fieldwork Performance Evaluation (FWPE). Results of this study found a significant correlation between CGPA and FWPE scores for level IIA FW experiences, and a significant correlation between GRE-written and FWPE scores for level IIB FW experiences. Regression models for FW IIB indicated that GRE-written was a significant predictor of FWPE scores for the FW IIB experience. This pilot study provides information that may be utilized during OT admission processes

Evolution of Level I Fieldwork during an International Pandemic: Students’ Perceptions of the Effectiveness of Virtual Simulation-based Level I Fieldwork

Fieldwork education is an essential component of occupational therapy (OT) curriculum; yet national shortages and the COVID-19 pandemic have affected fieldwork availability. To combat the shortage, some academic programs implemented simulation-based Level I fieldwork experiences. The objective of this research study was to compare the perceived knowledge, confidence, and attitude of OT students that completed a virtual simulation-based Level I fieldwork to those that completed a traditional Level I fieldwork. This study involved a sample of 26 doctorate of OT students that completed a traditional or virtual simulation-based Level I fieldwork. Students completed pre-and-post fieldwork surveys regarding their perceived knowledge, confidence, and attitude. Mann Whitney and Wilcoxin signed rank tests were used for comparative analysis. There was no statistically significant difference in knowledge or confidence between the two groups (p = .734, p = .303). Students that completed a virtual simulation-based fieldwork experienced increased attitude (p = .021) and both groups experienced an increase in perceived knowledge (p = .012, p = .003) following their fieldwork experience. This study adds to the growing body of knowledge regarding the utilization of simulations in OT curricula and proposes an alternative Level I fieldwork model to assist with the national shortage of fieldwork availability

Hearing Voices Simulation: Impact on Occupational Therapy Students

Auditory hallucinations, which are symptoms of schizophrenia, can significantly disrupt individuals’ daily lives. Occupational therapists (OTs) can address both the daily needs of people with schizophrenia and address cultural stigmas against mental illness. To combat stigma and increase empathy for patients with mental illnesses, auditory hallucinations simulations were developed. The purpose of this study was to determine if the Hearing Voices That Are Distressing (HVTAD) Simulation impacts OT students’ attitudes toward patients with auditory hallucinations and to explore the students’ perceptions of the simulation’s effectiveness as a teaching method. The participants completed a pretest Attitudes to Mental Illness Questionnaire (AMIQ) and listened to the HVTAD Simulation while completing a classroom activity. The participants completed a posttest AMIQ and a reflective questionnaire. The significant increase in composite scores, t(27) = -2.92, p = .039, on the AMIQ indicated increased empathy toward people with mental illnesses. Results of the qualitative analysis showed that the students viewed the simulation as an effective teaching methodology. Many participants also believed that the simulation made them better prepared to treat patients in the mental health population. These findings align with current perspectives in healthcare fields, including occupational therapy, regarding the effectiveness of simulations as teaching methodologies

High-Fidelity Simulation in Occupational Therapy Curriculum: Impact on Level II Fieldwork Performance

Simulation experiences provide experiential learning opportunities during artificially produced real-life medical situations in a safe environment. Evidence supports using simulation in health care education yet limited quantitative evidence exists in occupational therapy. This study aimed to evaluate the differences in scores on the AOTA Fieldwork Performance Evaluation for the Occupational Therapy Student of Level II occupational therapy students who received high-fidelity simulation training and students who did not. A retrospective analysis of 180 students from a private university was used. Independent samples nonparametric t tests examined mean differences between Fieldwork Performance Evaluation scores of those who did and did not receive simulation experiences in the curriculum. Mean ranks were also analyzed for subsection scores and practice settings. Results of this study found no significant difference in overall Fieldwork Performance Evaluation scores between the two groups. The students who completed simulation and had fieldwork in inpatient rehabilitation had the greatest increase in mean rank scores and increases in several subsections. The outcome measure used in this study was found to have limited discriminatory capability and may have affected the results; however, this study finds that using simulation may be a beneficial supplement to didactic coursework in occupational therapy curriculums

Accommodation Use by Individuals with Disabilities in Occupational Therapy Fieldwork

The number of individuals enrolling in postsecondary education with a diagnosed disability is rising. However, the literature reflects a gap between mandated institutional policies and the extent of accommodation use and success. This study examines the use, type, and prevalence of accommodations used by students with disabilities completing occupational therapy fieldwork rotations, as well as the common barriers to accommodation access. Snowball sampling methodology was utilized to send out a 26-item questionnaire to occupational therapists and occupational therapy assistants. Two hundred and ninety-two occupational therapists and occupational therapy assistants answered the questionnaire to identify disability type, disclosure of disabilities, and types of accommodations used during fieldwork. Results indicated that 47 respondents (16.91%) reported having either a visible and/or invisible disability but of those respondents, only 25 (55.56%) disclosed their disability during postsecondary education. Of the respondents who identified having a disability during fieldwork, 22 (51.16%) perceived that their disability presented challenges, while only 17 (38.64%) requested accommodations. As more than half of respondents felt their disability presented challenges during their fieldwork, strategies are suggested to encourage students to feel more comfortable disclosing their disability. Through creating a culture of openness to disabilities and understanding individual student needs, there is a potential to help increase the rate of disclosure of disability and potentially decrease some of the challenges experienced by students with disabilities on fieldwork. Further research is needed to develop guidelines and programming for fieldwork educators on how to best incorporate accommodations into their programs

Is It Reasonable? Reasonable and Unreasonable Accommodations for Occupational Therapy Students in Clinical Settings

Despite the growing number of graduate students with disabilities, little is known about what accommodations are considered reasonable in various occupational therapy fieldwork settings. This study explores which accommodations fieldwork educators perceive as reasonable or unreasonable for occupational therapy students with disabilities. Snowball sampling methodology was used to distribute a virtual survey, using a descriptive design. One hundred and sixty-two occupational therapists and occupational therapy assistants answered questions relating to demographic information, clinical experience supervising fieldwork students, and their clinical judgement regarding commonly requested accommodations. Using a quantitative approach, the accommodations deemed most reasonable were allowing the use of adaptive equipment (n = 156, reasonable: 96.3%) and permission to excuse oneself from the unit to maintain health (n = 152, reasonable: 93.83%). The accommodations considered the most unreasonable were the use of an intermediary to perform physical tasks (n = 82, unreasonable: 50.62%) and the use of an American Sign Language interpreter (n = 42, unreasonable: 24.93%). Clinicians in rehabilitation most often responded “reasonable” in response to an accommodation (n = 24, reasonable: 80.20%), while those who worked in outpatient pediatrics selected “unreasonable” most often (n = 4, unreasonable: 13.51%). This preliminary data provides stakeholders information about accommodations, creating opportunities to support students with disabilities in their pursuit of becoming clinicians. This will help to better fulfill American Occupational Therapy Association\u27s vision of inclusivity and equitability

Masters to Doctorate: Impact of the Transition on One Occupational Therapy Program

Within the field of occupational therapy, the issue of transitioning from an entry-level master\u27s degree to an entry-level doctorate degree is under debate. As such, it is important to investigate the impact of the transition in order to help make educated decisions about the potential future of the profession.This study analyzed retrospective data collected from six cohorts at one Midwestern university to analyze the impact of the transition to an entry-level doctorate on diversity, admission and matriculation rates, and fieldwork reservations. No statistical difference in diversity between masters and doctorate level cohorts was found but it is of note that it approached significance (χ2 (1) = 3.32, p = 0.07). There was a slight decrease in number of total students that applied to the program (7.75%) and the number of fieldwork reservations (5.23%), however this was accounted for by a 60% increase in occupational therapy programs in the state the study took place. Results of this study provide preliminary data of how one university has succeeded in the transition to an entry-level doctorate and can be used to inform other programs as they consider this transition