Master Of Occupational Therapy Students Research Articles

Are Attitudes Toward Evidence-Based Practice Different Between the United States and Chinese Occupational Therapy and Physical Therapy Students?

Purpose: Evidence-based practice (EBP) integrates the best evidence from research, clinician expertise, and patient preferences and values to deliver the highest quality of care to improve patient outcomes. Occupational therapy (OT), physical therapy (PT), and rehabilitation students gain exposure to EBP through both didactic and experiential learning. The differences in cultural, educational systems, and student learning styles between the United States and China may lead to different students’ perceptions and attitudes towards EBP. The purpose of the study was to characterize and compare the perceptions of and attitudes towards EBP between the U.S. and Chinese OT and PT students. Methods: A cross-sectional survey of the Evidence-Based Practice Process Assessment Scale (EBPPAS) was sent to professional students enrolled in Doctor of Occupational Therapy (OTD), Doctor of Physical Therapy (DPT), and Master of Occupational Therapy (MOT) programs at three universities in the U.S. (n=1,062) and OT, PT, and rehabilitation students of four-year bachelor programs at four universities in China (n=1,017). Students’ perception of the overall and individual domain of EBP was compared between the U.S. and China with independent samples t-test. Results: In general, all students showed a positive attitude towards EBP across the five domains. The U.S. DPT students had the highest mean score of 3.90 in the domain of “attitude about EBP” followed by the U.S. MOT students (mean=3.88), and the U.S. OTD students (mean=3.84). On average, the U.S. students scored 0.44 (13.8%) higher than Chinese students in all domains combined. Responses from both countries showed the highest scores in the domain of “attitude about EBP” followed by “familiarity with EBP” and “intention to engage in EBP”. In addition, the overall mean score increased non-significantly by 0.07 for the U.S. students from 1st year to 3rd year while it increased significantly by 0.15 (pnd year to 4th year. Conclusion: Few research studies have compared professional students’ attitudes towards EBP between the U.S. and China. This study demonstrated that the U.S. students were more positive overall and in all five domains. Future studies may focus on novice ways to promote EBP in didactic teaching and in clinical practice.

The Development and Evaluation of Online Neuroanatomy Resources for OT Students

Of necessity for a practicing Occupational Therapist is the ability to demonstrate competent neuroanatomical knowledge through application into clinical practice. Yet, throughout the academic careers of Occupational Therapy (OT) students, neuroanatomy (NA) will consistently be perceived as one of the most difficult anatomical topics encountered. Rising in anatomical education is the use of computer assisted learning (CAL) due to its alignment with educational goals and student desires. This study aims to determine how neuroanatomy e‐modules (NEMs) can improve the perceptions and academic performance in NA of first year Master of Occupational Therapy (MScOT) students at Western University. In this descriptive study, 1st year MScOT students who studied NA without the use of NEMs (N = 61, nonNEM cohort) completed a Likert style survey examining perceptions of major NA topics. In addition, multiple choice exams (N = 109 questions) were analyzed to measure student performance on questions regarding NA topics, lower or higher order complexity, and clinical neurology. Four NEMs were then created and implemented into the next student cohort (N = 75, NEM cohort). Upon completion of the course, students were once again surveyed for perceived NA difficulty and final exam performance analyzed (N = 34). The overall self‐perceived NA knowledge of the students exposed NEMs were similar in comparison to non‐NEM cohort (p = .811), however, the cohort exposed to the NEMs demonstrated decreased perceived difficulty on all six NA topics surveyed, with a significant difference being found on cranial nerve difficulty (p = .007). Consistent with non‐NEM cohort, students in the NEM cohort still perceived the basal ganglia & cerebellum, and spinal cord as the most difficult NA topics. When measuring academic performance, students in the NEM cohort demonstrated significant improvements in overall NA (p = .001), higher‐order NA (p = .001), and clinical neurology knowledge (p = .009), however no improvement in lower‐order NA knowledge was found (p =.122) Further, of the NA topics examined, students in the NEM cohort demonstrated significant improvement on cranial nerve‐based questions (p = .01) in comparison to the non‐NEM cohort. With the implementation of NEMs, the data from the present study demonstrates the efficacy of CAL emodules in improving NA performance and perceptions within OT curriculums. Of most significance is the improvement on higher order NA performance with the use of NEMs, as questions of this nature require greater critical thinking and application of knowledge, closely resembling what students will encounter in their clinical practice. Although further research on the interaction between performance and perceptions is still required, this study shows initial evidence of a relationship as students significantly improved their perceptions and performance, especially when it came to cranial nerve‐based questions. With the shift and modernization of educational standards, OT instructors should consider the implementation of CAL emodules into their curriculums as it can have significant benefits in the outcomes of OT students learning NA and their role in the treatment and rehabilitation of those with neurological conditions.

Telehealth vs Face to Face Pediatric Screenings: A Pilot Study

The global pandemic heightened the importance of occupational therapy (OT) education programs to prepare students for telehealth practice. The objective was to examine the following research questions: 1. Does self-assessment of pediatric competency skills improve following participation in pediatric screenings? 2. Is there a difference in self-assessment of pediatric competency skills between those students who perform pediatric screenings via telehealth versus face-to-face? 3. What is the lived experience for students who perform telehealth and face-to-face pediatric screenings? A mixed method- quasi-experimental design and phenomenological tradition were employed. The study utilized online surveys, focus groups, telehealth screenings with an urban preschool, and face-to-face screenings at a Christian suburban preschool in the Midwest. Participants included forty-nine first year, Master of OT students at a private university. Students performed screenings using the ASQ-3 via telehealth or face-to-face formats. Outcomes measures included: Self-Assessment of Competency- Pediatric Screening (SAC-PS) survey, Pediatric Screening Experience Survey, and Focus Group Semi-Structured Interview Questions. No statistically significant differences were found on SAC-PS scores between formats, F (11, 49) = .661, p = .76, Ꞃ2 = .17. Post-screening scores were statistically significantly higher (M =48.95, SD = 4.02) than pre-screening (M =43.58, SD =4.69) for all students, F (11,49) = 36, p2= .58. Improvements from pre-to post-pediatric screenings were found for ten of eleven questions at the p

Student Self-Efficacy Levels for Performing Clinical Skills Learned Virtually During a Pandemic

The purpose of this study was to explore student self-efficacy for performance of clinical skills learned virtually, the effectiveness of teaching clinical skills online, the relationships between students’ feelings of self-efficacy and the performance of clinical skills, and the students’ perspectives of learning clinical skills virtually. This is a one-group mixed methods study that included twenty-one Master of Occupational Therapy students. Self-efficacy was measured using the Learning Self-Efficacy Scale (L-SES), performance was measured using an instructor-created rubric, and qualitative data was collected using open-ended questions. Students presented with higher levels of self-efficacy for range of motion (ROM) than manual muscle testing (MMT). For MMT, self-efficacy ratings in the Affective Domain were statistically significantly higher than those in the Cognitive and Psychomotor Domains. There were no relationships between L-SES scores and the physical competency exam score. Common themes identified were factors that increased self-efficacy and factors that decreased self-efficacy. This study provides foundational evidence supporting the use of multi-media resources to teach clinical skills virtually and supports online instruction as an effective method for teaching clinical skills and for promoting sufficient self-efficacy for performance of clinical skills.

Human Patient Simulation: Occupational Therapy Student Perceptions

Human patient simulation uses technology to add advancements to learning that traditional learning methods cannot. Many programs are fast-paced and do not provide students with many hands-on experiences before clinical experiences. The literature notes the benefits of human patient simulation in other healthcare programs, yet limited studies exist in occupational therapy. This study examined student perspectives on the use of human patient simulators in occupational therapy curriculum. 146 first year master of occupational therapy students completed an open-ended survey after an evaluation experience with a physiologically based human patient simulator. Responses were collected during four consecutive years. Transcripts were analyzed using qualitative content analysis. Four themes emerged and centered on the value of hands-on learning, team and family dynamics, the human experience, and relevance of clinically applicable skills. Findings indicate that students perceive this type of learning as beneficial before taking the next step towards fieldwork, and programs should consider offering a variety of simulated patient cases throughout the curriculum.

Internationalization at Home: An Occupational Therapy Synchronous Collaboration Between Cyprus and the United States.

Designing, implementing, and measuring the effectiveness of sustainable Internationalization at Home programs will support the development of cultural competence among occupational therapy students. To explore potential sustainable, effective methods for enhancing cultural competence in occupational therapy students through cross-cultural online collaborations. Pretest-posttest, parallel mixed-methods design. An online collaboration using video conferencing technology and classrooms at the European University Cyprus and the University of St. Augustine for Health Sciences. Bachelor of science and master of occupational therapy students at the European University Cyprus and the University of St. Augustine for Health Sciences, respectively. Online video conferencing collaboration between occupational therapy students in which students discussed their perspectives and experiences regarding social injustice and occupational therapy's role in working with vulnerable populations. Each campus participated in focus groups, and students completed individual reflections. Themes were derived from the qualitative information gathered. Quantitative data were collected using the Cultural Awareness Scale for Occupational Therapy Students (CASOTS). CASOTS did not reflect changes in cultural awareness. The qualitative measures identified students' desire to participate in more frequent and culturally diverse experiences. Challenges included length of preparation and actual communication time. Inclusion of prior asynchronous sessions and methods to overcome the language barrier was suggested for future implementation. Synchronous cross-cultural collaborations may enhance occupational therapy student's cultural awareness and may be more attractive than traditional in-class teaching. Further development is necessary to overcome challenges. Documenting the benefits and barriers of implementing Internationalization at Home experiences will allow academic institutions to create sustainable methods for enhancing occupational therapy students' cultural competence. Recommendations to further enhance Internationalization at Home experiences provide opportunities for increased cultural collaboration.

Predicting Student Success on the National Board for Certification in Occupational Therapy® Examination.

A predictive tool to support academic and practice outcomes for occupational therapy students is needed for use in advising students. To determine whether characteristics of academic and professional behavior across cohorts could indicate the likelihood of student success in passing the National Board for Certification in Occupational Therapy® examination. Causal-comparative research. Master of occupational therapy students (N = 315; eight cohorts). Demographics, college entrance exams, grade point average, program benchmarks (i.e., specific course grades, fieldwork grades, Occupational Therapy Knowledge Exam scores), licensure exam. Baseline and in-program characteristics were used to determine success; for each unit increase in the success score, the odds of passing the exam were 4.11 (95% confidence interval [2.23, 7.60]). Case studies that have used this success score suggest that additional resources and targeted interventions could be allocated to help students at highest risk of not passing the licensure exam. Using a predictive tool to support student success can enable more effective academic advising throughout an occupational therapy program and result in positive outcomes on the licensure exam.

INTERGENERATIONAL OCCUPATIONAL THERAPY PROGRAMMING FOR COMMUNITY-DWELLING OLDER ADULTS AND SCHOOL-AGE CHILDREN

Community Intergenerational Action (CIA) was a four-week pilot program designed to bring community dwelling older adults and fourth-grade students together to engage in meaningful activities within a supportive group context under the facilitation of Robin Chilton, MBA, OTR/L, and four Master of Occupational Therapy Students from Cleveland State University. A phenomenological, qualitative research design study was conducted to explore the impact and meaning of this intergenerational occupational therapy programming on the social and emotional well-being of older adults. Participant observation, journaling, and in-depth interviews were used to determine the meaning of the program to the participants. CIA was conducted using ten female elders, and fifteen children ages nine to ten years old. Each week a new theme was introduced to assist the participants in solving a mystery and included an occupation-based activity such as horticulture and crafts. The CIA program was developed in a way that would allow it to be replicated in other intergenerational settings. Students involved in this study identified helping and cooperating with the older adults throughout the program as very important to them. The students began to feel a sense of empathy and increased self-awareness after spending time with the older adults. The program allowed the older adults to reminisce about their past, and feel a sense of generativity, or contribution to the younger generation. Findings provide an opportunity for others to use similar programs to engage older adults and children in meaningful occupation that will contribute to their overall sense of social and emotional well-being.

Team-Based Learning and the Team-Based Learning Student Assessment Instrument (TBL-SAI): A Longitudinal Study of Master of Occupational Therapy Students' Changing Perceptions.

Despite evidence showing that team-based learning (TBL) is accepted by students, a gap in evidence exists regarding how students' experiences with TBL may change over time. In this study, we explored changes in accountability, satisfaction, and preference for TBL or traditional lecture among occupational therapy students using TBL across 1 yr of occupational therapy education. Forty-one pairs of data from first- and third-term occupational therapy students were analyzed to determine changes in students' experience with TBL over time. Data analysis of first- and third-term students showed significant changes in accountability with TBL (p = .027), satisfaction with TBL (p = .021), and preference for TBL over traditional lecture (p = .019). Considerable differences were found in individual cohorts regarding satisfaction, accountability, and the overall TBL experience; however, no notable differences were found between cohorts.

The Use of a 3 Dimensional Anatomy Application to Enhance Engagement and Satisfaction of Graduate Students Enrolled in Anatomy Courses in a Physical and Occupational Therapy Program

BackgroundAnatomy education is a mainstay in graduate education programs for health professionals, and is included in both physical and occupational therapy curricula. A multi‐modal approach to teaching anatomy is often used, including lecture, online material, laboratory with anatomy models, and dissection laboratory 3,5, in part to best target students with a variety of learning styles. Self‐regulated learning, where students take a more independent role in accessing information, is one such approach that has been shown to increase student engagement in the classroom. 7 To promote this learning mode, there has recently been an educational trend on utilizing computer‐based and digital software applications, to help supplement existing teaching styles, and offer an innovative method for students to access anatomy content and apply it to obtaining anatomy knowledge.1,4, 2,6,8,9 The purpose of this survey‐based study was to identify Physical and Occupational Therapy students' levels of satisfaction and engagement surrounding the use of a 3‐dimensional digital anatomy software application, within required anatomy courses in a post‐graduate level university setting.Methods and Data AnalysisFirst term Doctor of Physical Therapy (DPT) and Master of Occupational Therapy (MOT) students completed a questionnaire about the use of the digital application, and their opinions on the effectiveness of its use in the context of learning anatomy course content, including for didactic material, plastic model identification, and in cadaver dissection. Mixed method data analysis was performed on student demographic data, use of the application, and opinions about application effectiveness in supporting the acquisition of anatomical knowledge. Questions utilizing a Likert Scale were analyzed, and open‐ended questions were considered separately by qualitative analysis.ResultsFor both DPT and MOT students, the majority of respondents had not used a digital anatomy application prior to this study, and agreed or strongly agreed that a digital anatomy application was a valuable tool in acquiring anatomical knowledge for didactic lecture material, anatomy identification on plastic models, and for cadaver dissection. Most students recommended the use of this application for future anatomy students. The most prevalent qualitative comments supporting the use of the application included the clarity of the anatomy model, the ability to readily remove layers of anatomy, and the ability to quickly access anatomical information about a given structure with one link. The biggest barriers to application use were the lack of training in procedure and lack of comfort with utilizing digital media.ConclusionThe results of this study show that both DPT and MOT students felt that the addition of a digital anatomy application to available resources was a valuable tool for learning anatomy material across multiple aspects of the anatomy course.References provided on request.Support or Funding InformationNoneThis abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Exploring the Influence of an E-Learning Sensory Processing-Based Module for Graduate Level Occupational Therapy Students on Clinical Reasoning: A Pilot Study.

The purpose of this study was to explore the effectiveness of a series of online, module-based instructional reusable learning objects (RLOs) targeted at entry-level, 1st year, Master of Occupational Therapy students. The content of the RLOs addressed knowledge and implementation of A SECRET, a parental reasoning approach for children with a sensory processing disorder, specifically sensory over responsiveness. Nine RLOs were developed and embedded within a commonly used learning management system. Participants (n = 8) were evaluated regarding their ability to discriminate between appropriate and inappropriate A SECRET strategies using a selected-response assessment. The participants' overall average score was 68%, a positive finding given the novelty of the instruction, assessment, and the content.

The Development of a Measurement Tool Evaluating Knowledge Related to Sensory Processing among Graduate Occupational Therapy Students: A Process Description

With an increased demand arising from stake holders to provide more complex clinical experiences and to have students better prepared for clinical rotations, educators need to develop instructional tasks and measures to teach and assess clinical reasoning. The purpose of this article is to highlight a clinical simulation measure revolving around the A SECRET reasoning approach, which is also generalizable to other conditions and interventions. Preliminary findings of 1st year Master of Occupational Therapy students (n = 8) who took part in a pilot of the A SECRET case scenario reported positive, yet not strong, attitudes toward the A SECRET assessment and the sensory processing related content delivered in an online format as a part of a larger study. Overall the student perceptions and the processes of the measure development suggest an inherent value of using the proposed type of simulated case scenarios in assisting occupational therapy students in their program's first year with the development of clinical reasoning.

Transformative Experience of Master of Occupational Therapy Students in a Non-traditional Fieldwork Setting

ABSTRACTThe purpose of this qualitative pilot study is to further understand the transformative experiences of Master of Occupational Therapy students who engaged in a role emerging fieldwork. Five students were interviewed and their reflective journals were analyzed following a fieldwork experience at an at-risk youth shelter. Four themes emerged through the coding process: fear and anxiety of the unknown, clinical reasoning and self-reflection, personal and professional growth, and further understanding of occupational therapy. Results indicate the powerful impact of role emerging fieldwork on the development of the student and provide a framework for meeting the standards of psychosocial fieldwork experiences.

Preliminary Evidence to Support a “Boot Camp” Approach to Wheelchair Skills Training for Clinicians

ObjectiveTo evaluate the impact of providing intensive large-group training on wheelchair-specific self-efficacy and skill capacity among occupational therapy students. DesignIntervention study using before-after trial. SettingUniversities. ParticipantsVolunteer sample of master of occupational therapy students (N=65). InterventionsTwo instructors provided a total of 4.5 hours of wheelchair skills training to groups of 14 to 19 students in a boot camp format, which included a brief lecture, instruction, demonstration, and hands-on practice. Main Outcome MeasuresWheelchair skill capacity (Wheelchair Skills Test Questionnaire [WST-Q]), with scores ranging from 0 to 64, and wheelchair-specific self-efficacy (Wheelchair Use Confidence Scale for Manual Wheelchair Users [WheelCon-M]), with scores ranging from 0 to 10. ResultsAt postintervention, the mean WST-Q score increased by 24.7 (95% confidence interval, 22.1–27.3; P=.000), reflecting a 38.6% improvement (Cohen d=2.8). The mean WheelCon-M score improved by 3.0 (95% confidence interval, 2.5–3.3; P=.000). ConclusionsTo our knowledge, this is the first study to measure and demonstrate improvement in wheelchair-specific self-efficacy among student clinicians. Participants demonstrated substantively larger improvements and acquired more advanced skills than previous studies using shorter training sessions with smaller groups. This study provides evidence for using a boot camp format as an effective strategy to increase occupational therapy students' confidence and skill with wheelchair mobility, preparing them to place greater emphasis on, and achieve better success in, training future clients.

Managing Cognitive Load While Teaching Human Gait to Novice Health Care Science Students

Introduction. Human working memory becomes increasingly prone to errors as learning tasks become more complex. This is of particular importance to those working with instruction that requires the novice learner to simultaneously maintain and manipulate many elements of information for learning with understanding to occur. Under such circumstances, cognitive load theory provides support for the use of instructional principles that improve learning of complex cognitive tasks by matching instruction and instructional processes with the limitations of human memory. The purpose of this study was to test the effectiveness of instructional materials designed to reduce cognitive load and improve instructional effectiveness in the teaching of introductory human gait to novice health care science students using instructional sequencing principles under authentic classroom conditions.Subjects. Participants included 54 first-year Doctor of Physical Therapy and Master of Occupational Therapy students from a large Midwestern university that were recruited on a voluntary basis and were randomly assigned to either a modified instruction group or a control group.Methods. Aspects of traditional teaching methods and materials expected to impose high levels of cognitive load were modified using instructional sequencing principles designed to reduce cognitive load. The traditional and modified instructional formats were compared under authentic classroom conditions using delayed written examination scores, ratings of cognitive load, and task completion times.Results. Multivariate analysis of variance yielded an overall significant difference between the control and modified instruction group (Pillai's Trace: F [4, 49] = 10.529, P Discussion and Conclusion. Results from this study suggest that instructional designers, such as those teaching introductory human gait to novice physical therapy and occupational therapy students, can increase instructional effectiveness with the use of an isolated-to-interacting elements approach designed to reduce intrinsic cognitive load under certain conditions.Key Words: Student learning, Teaching methods, Learning theory, Cognitive load, Instructional design, and Working memory.INTRODUCTIONHuman cognitive architecture refers to the manner in which information is processed in working memory, organized into meaningful units or chunks of interrelated information called schemata, and transferred to long-term memory.1 Human cognitive architecture has significant implications for information processing, including the processes of learning. Two primary components of this cognitive architecture are the conscious information processing capabilities of working memory and the organized knowledge structures provided by long-term memory.2,3 The conceptual relationship between information from the environment, long-term memory, and working memory is depicted in Figure 1.Working memory, while able to allow a human being to manage a complex array of cognitive tasks, presents with an information processing bottleneck in that it can only maintain about 7 ±2 elements of information at a time and may only hold information active for 2-3 seconds without rehearsal.47 In practical terms, human working memory becomes increasingly prone to errors as learning tasks become more complex, such as when the novice learner is given instruction that requires him or her to simultaneously maintain and manipulate multiple elements of information for learning to occur.8In contrast, long-term memory can effectively store vast amounts of information, including content knowledge, skills, and strategies on a relatively permanent basis. …

A study of critical reasoning in online learning: application of the Occupational Performance Process Model

This study examined the effect of an online guided independent study on critical reasoning skills. Twenty-one first-semester Master of Occupational Therapy students completed an online assignment designed to facilitate application of the Occupational Performance Process Model (Fearing & Clark) and kept reflective journals. Data from the journals were analyzed in relation to the three sets of questions, question type and results of the Watson-Glaser Critical Thinking Appraisal (WGCTA). This assignment appeared to be effective for enhancing awareness and use of critical reasoning skills. Differences in patterns of critical reasoning between students with high and low WGCTA scores and results of an inductive analysis of the journal entries are discussed. Future research investigating the types of feedback that effectively facilitate development of critical reasoning and whether students with high and low WGCTA scores might benefit from different types of instruction and/or feedback is recommended.

Reciprocal Service-Learning: Texas Border Head Start and Master of Occupational Therapy Students

Reciprocal Service-Learning: Texas Border Head Start and Master of Occupational Therapy Students

Reciprocal Service-Learning: Texas Border Head Start and Master of Occupational Therapy Students

This paper describes a reciprocal service-learning project between Master of Occupational Therapy (MOT) students and a Head Start program on the Texas-Mexico border. Education of occupational therapy students at the University of Texas Health Science Center at San Antonio includes local community learning experiences. However, this project challenged the students and faculty to step outside of and beyond their boundaries to address the unique needs of children in Del Rio, Texas. In a reciprocal service-learning situation, students provided developmental screenings, presentations, and classroom suggestions to the Head Start staff. In turn, the Head Start staff reciprocated by providing presentations and classroom cultural inclusion experiences to the students. The project outcomes suggest that collaborative participation can give students and their community partners broader frameworks from which to view enablement and a sense of mutual responsibility. From this starting point students can be encouraged to explore issues of social inclusion and occupational justice.

Service Learning in an Occupation-Based Curriculum: Student Commentary

Recent trends toward occupation-based practice and the move toward masters-level occupational therapy (OT) education has forced OT educators to reevaluate their programs to meet the needs of the contemporary health care environment. Service learning is one way to bridge the gap between theory and practice. The Master of Occupational Therapy (MOT) Program at Cleveland State University (CSU), in keeping with its focus on occupation, incorporates three service-learning components into its curriculum. This paper, written by a second-year MOT student at CSU, discusses two of these experiences in depth. The first, which took place at a homeless shelter, included both a didactic and “clinical” component, with an emphasis on community-based mental health OT services. The second, which included a training component and a structured program, involved co-leading after-school social-emotional learning groups for low-income urban youth. Both experiences served to expand the clinical skills and reasoning of the MOT students while introducing both the students and agencies to the role of OT in non-traditional community settings. Based on these experiences, the author highly recommends that all masters-level OT programs should, if they have not done so already, institute service learning as a core component of their curricula, in order to prepare their students for contemporary OT practice.

Introduction of an Emerging Technology Device Through PowerPoint® Training

Successful inclusion of assistive technology in intervention is limited by training and the level of comfort with technology of treating occupational therapists. Experienced and new therapists need exposure and training on high technology assistive devices newly introduced on the market. The purpose of the study was to identify the effect of a PowerPoint presentation to introduce an emerging high technology device on two groups: 30 licensed occupational therapists and 27 students in an entry level master of occupational therapy program. The PowerPoint developed introduced and educated participants on the Assistive Dining Device. Participants completed a demographic form, the Survey of Technology Use and the Quebec User Evaluation of Satisfaction with assistive Technology. Participants also to rated their satisfaction with the information presented. Results showed 98% of the participants were satisfied with the information presented and 95% of the participants were satisfied with their acquired knowledge base to recommend the device for client use. Master of occupational therapy students were similar in personal characteristics to occupational therapists but were both more satisfied with the Assistive Dining Device characteristics and had a more positive attitude toward technology. Participants who had a less positive attitude toward technology also had a slightly lower mean satisfaction with the Assistive Dining Device than those who had a more positive attitude toward technology. PowerPoint presentations appear to be one effective means of communicating information about new technologies. Further study needs to be done to evaluate the effectiveness of similar media included in packaging and marketing of assistive technology devices.