A pilot study in student perceptions of technology-enhanced learning in DPT education

Authors

• Pamela Bartlo, Associate Professor Daemen University – School of Health Professions – Physical Therapy Department 4380 Main St Amherst, NY 14226Follow
• Michael Seils, Clinical Assistant Professor State University of New York at Buffalo - Department of Rehabilitation Sciences - Physical Therapy 515 Kimball, 40 Goodyear Road Buffalo, NY 14214
• Michael Policella, Clinical Assistant Professor, Director of Clinical Education State University of New York at Buffalo - Department of Rehabilitation Sciences - Physical Therapy 631 Kimball, 40 Goodyear Road Buffalo, NY 14214

Abstract

Purpose. Doctor of Physical Therapy (DPT) students have grown up immersed in technology, which may influence how they learn. Technology-Enhanced/Enriched Learning (TEL) refers to technology used in face-to-face, online, or hybrid learning environments. Limited research has examined TEL within DPT education programs. This study investigated DPT students’ experiences with TEL and compared its impact to traditional lecture-based learning (TLBL) on classroom participation, engagement, and comprehension.

Methods. This cross-sectional, mixed-methods study used a convenience sample of DPT students at a private university across three cohorts over two years. Inclusion criteria were completion of at least half of required degree coursework and consent to participate. Participants completed an anonymous questionnaire assessing technology use and perceived effects on participation, engagement, and benefits to comprehension. Statistical tests examined quantitative results while qualitative data were coded to generate common themes.

Results.Ninety-seven students responded (51.6% response rate). TEL showed high student confidence with participation, engagement, and perceived benefits to comprehension relative to student perception levels with TLBL (p

Conclusions. TEL enhanced DPT students’ perceptions of their classroom experience. Participants recommended blending TEL and TLBL instructional approaches

Recommended Citation

Bartlo, Pamela; Seils, Michael; and Policella, Michael (2026) "A pilot study in student perceptions of technology-enhanced learning in DPT education," Health Professions Education: Vol. 12: Iss. 4, Article 7.
DOI: 10.55890/2452-3011.1416
Available at: https://hpe.researchcommons.org/journal/vol12/iss4/7