How Does 3D Printing-Based Assistive Device Training Shapes Cognitive Flexibility and Professional Behavior in Occupational Therapy Students?

Abstract

Aim: This study investigated the effectiveness of experience-based learning in 3D-printing-based assistive device training to shape occupational therapy students' cognitive flexibility and professional behavior skills. Method: Sixty undergraduate occupational therapy students were involved in this study and were randomly allocated to control or training group. The training group received six weeks of hands-on training in 3D-printing-based assistive devices. Informative brochures related to each week’s topics were provided to the control group for six weeks. Cognitive flexibility and professional behavior were measured with the Cognitive Flexibility Inventory and Professional Behavior Questionnaire before and after the training. Results: A significant improvement in post-training cognitive flexibility scores was observed in both the control group (p=0.020) and the training group (p=0.003). However, a significant in-group change in professional behavior was found only in the training group (p=0.001). Post-training professional behavior scores were significantly higher in the 3D-G compared to the CG, with a medium effect size for the difference (p=0.006; Cohen’s d=0.745). Conclusion: 3D printing-based assistive device training has fostered students’ professional behavior. Future studies are recommended to examine the short- and long-term effects of interdisciplinary and student-based training on cognitive flexibility and professional behavior.

Keywords

• 3D printing
• occupational therapy
• assistive technology
• cognitive flexibility
• professional behavior

3B Yazıcı Tabanlı Yardımcı Cihaz Eğitimi Ergoterapi Öğrencilerinde Bilişsel Esnekliği ve Profesyonel Davranışı Nasıl Şekillendirir?

Abstract

Amaç: Bu çalışma, 3 boyutlu yazıcı tabanlı yardımcı cihaz eğitiminin deneyime dayalı öğrenme yöntemi ile ergoterapi öğrencilerinin bilişsel esneklik ve mesleki davranış becerilerini şekillendirmedeki etkinliğini araştırmayı amaçlamıştır. Yöntem: Çalışmaya 60 lisans düzeyinde Ergoterapi öğrencisi katılmış ve rastgele şekilde kontrol veya eğitim grubuna atanmıştır. Eğitim grubu, altı hafta boyunca 3 boyutlu yazıcı tabanlı yardımcı cihaz eğitimi almıştır. Kontrol grubuna ise her hafta işlenen konularla ilgili bilgilendirici broşürler verilmiştir. Bilişsel esneklik ve mesleki davranış, eğitim öncesi ve sonrası Bilişsel Esneklik Envanteri ve Mesleki Davranış Anketi ile ölçülmüştür. Bulgular: Hem kontrol grubunda (p=0,020) hem de eğitim grubunda (p=0,003) eğitim sonrası bilişsel esneklik puanlarında anlamlı bir artış olmuştur. Mesleki davranışta ise gruplar içindeki değişim sadece eğitim grubunda anlamlı bulunmuştur (p=0,001). Mesleki davranış, 3 boyutlu yazıcı eğitim grubunda, kontrol grubuna göre anlamlı derecede daha yüksek olup orta etki büyüklüğüne sahiptir (p=0,006; Cohen’s d =0,745). Sonuç: 3 boyutlu yazıcı tabanlı yardımcı cihaz eğitimi alan öğrencilerin mesleki davranışlarına ilişkin tutumları gelişmiştir. Gelecekteki çalışmaların, disiplinler arası ve öğrenci tabanlı eğitimlerin bilişsel esneklik ve mesleki davranış üzerine kısa ve uzun vadeli etkilerini incelemesi önerilir.

Keywords

• 3 boyutlu yazıcı
• ergoterapi
• yardımcı teknoloji
• bilişsel esneklik
• mesleki davranış

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