Date of Conferral

4-30-2025

Date of Award

April 2025

Degree

Ph.D.

School

Education

Advisor

Deanne Otto

Abstract

Simulation, with face-to-face debriefing, has been widely used in occupational therapy (OT) and physical therapy (PT) education to provide realistic experiences for students without harming clients. However, researchers have not studied technology acceptance by graduate entry-level (EL) OT and PT faculty with virtual debriefing. Virtual debriefing has become more common in recent years; thus, it is essential for universities to understand faculty adoption of this effective teaching and learning technology. Guided by the technology acceptance model framework of Gu et al., the purpose of this basic qualitative study was to explore faculty perceptions of using technology to facilitate virtual debriefing in graduate EL OT and PT education. Snowball sampling via social media and listservs was used to recruit the 13 OT and PT faculty participants for this study who used technology for virtual debriefing. Data were collected via interviews and analyzed using deductive coding by the four framework constructs and inductive thematic analysis. Findings indicate that faculty technology acceptance was influenced by the (a) outcome expectancy themes of technology expectations and student expectations, (b) social influences themes of self-efficacy and innovativeness, (c) personal factor themes of colleagues and students and culture, and (d) task technology fit themes of skills facilitated and types of technology. The results of this study could be used promote positive social change by informing professional development and training for OT and PT faculty that is directed at increasing factors that enhance technology acceptance and mitigating factors that negatively influence the use of virtual debriefing.

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