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Student Journal of Occupational Therapy

Author ORCID Identifier

Sophia Wilkes: https://orcid.org/0009-0001-9758-7930

Rebecca Ozelie: https://orcid.org/0000-0001-7296-9353

Abstract

This study aimed to evaluate whether a continuing education module could improve occupational therapy practitioners’ perceived knowledge, awareness, confidence, and clinical utilization of 3D printing in occupational therapy practice, while also examining how access to resources may influence implementation A 14-week cross-sectional pre–post design was used with occupational therapy practitioners participating in a one-hour educational session followed by a three-week trial of 3D printer access. Participants completed pre- and post-surveys assessing perceived knowledge, awareness, and confidence, and maintained a utilization log to track clinical use.

Results indicated a statistically significant increase in perceived knowledge and awareness of 3D printing following the educational module. Although confidence levels increased, these changes were not statistically significant, suggesting that increased knowledge alone may not be sufficient to develop perceived clinical competence. Utilization logs demonstrated successful integration of 3D printing into clinical care, with participants producing therapeutic tools and adaptive devices to support patient interventions.

Findings suggest that continuing education may be effective in introducing emerging technologies in occupational therapy practice. However, results also highlight the importance of hands-on experience and access to resources in promoting confidence and sustained adoption. Integrating both education and practical application opportunities may enhance practitioners’ ability to implement 3D printing in clinical settings. Future research should explore long-term outcomes and strategies to reduce implementation barriers.

Results indicated a statistically significant increase in perceived knowledge and awareness of 3D printing following the educational module. Although confidence levels increased, these changes were not statistically significant, suggesting that knowledge acquisition alone may not fully translate to perceived competence. Utilization logs demonstrated successful integration of 3D printing into clinical care, with participants producing therapeutic tools and adaptive devices to support patient interventions.

Findings support the use of continuing education as an effective strategy to introduce emerging technologies in occupational therapy practice. However, results also highlight the importance of hands-on experience and access to resources in promoting confidence and sustained adoption. Integrating both education and practical application opportunities may enhance practitioners’ ability to implement 3D printing in clinical settings. Future research should explore long-term outcomes and strategies to reduce implementation barriers.

Acknowledgements

The authors would like to acknowledge Rebecca Ozelie,DHS, OTR/L, FAOTA, RUSH University (Faculty Mentor) and Kia “Ashley” Burks, OTD, OTR/L (Capstone Coordinator).

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