Use of Online Training Modules for Professional Development with School-Based Therapists: Outcome Project

Autor/inn/en	Lawdis, Katina; Baist, Heidi; Pittman, Corinthus O.
Titel	Use of Online Training Modules for Professional Development with School-Based Therapists: Outcome Project
Quelle	In: Journal of Occupational Therapy, Schools & Early Intervention, 10 (2017) 3, S.300-314 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1243
DOI	10.1080/19411243.2017.1335261
Schlagwörter	Allied Health Personnel; School Health Services; Evidence Based Practice; Professional Development; Online Courses; Occupational Therapy; Pretests Posttests; Surveys; Knowledge Level; Program Effectiveness; Qualitative Research; Statistical Analysis; Massachusetts + Suchen Sie Ihr Suchwort? Schuleingangsuntersuchung; Online course; Online-Kurs; Beschäftigungstherapie; Survey; Umfrage; Befragung; Wissensbasis; Qualitative Forschung; Statistische Analyse; Master-Studiengang
Abstract	This evidence-based project provided a professional development opportunity for school-based therapists to gain knowledge about evidence-based practice and learn strategies to integrate newly learned knowledge for the purpose of becoming an evidence-based practitioner. The purpose of the project was to determine whether a six-module online course about evidence-based practice would increase school-based occupational therapists' knowledge of evidence-based practice. Current literature reveals that teaching allied health professionals about evidence-based practice increases their knowledge about this topic. Literature also supports the use of online teaching as an effective tool for learning about evidence-based practice. Through web-based delivery, participants viewed six narrated PowerPoint presentations at individually convenient times. Results, measured by discussion forum responses and pre- and postsurveys, indicated that six lessons of contextually based, online learning was an effective means to teach 15 postgraduate school-based OTs about evidence-based practice. After the training, all participants' knowledge of evidence-based practice increased. All participants reported an increase in using evidence-based practice to make decisions about student goals and benchmarks. Knowledge of research findings and knowledge of professional literature was considered more useful in day-to day-work. Participants' knowledge and preparedness to incorporate evidence-based practice into their work settings increased. Perceptions of 10 out of 13 barriers to evidence-based practice were reduced after the intervention. After training, 13 out of 15 participants modified their definition of evidence-based practice to include consideration of their clients' motivations and desires. This reflected a more holistic understanding of evidence-based practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01