Category: Clinical Practice (assessment, diagnosis, treatment, knowledge translation/EBP, implementation science, program development); Technology (e.g. robotics, assistive technology, mHealth)
The purpose of this poster is to outline the impact of face-to-face, online, and hybrid learning platforms on satisfaction, confidence, and knowledge-application of clinical practitioners during a synchronous low vision continuing education program.
This pilot study used a three-group repeated measure design to compare the impacts of group and time on the dependent variables.
A private clinic and public hospital were used for the sessions in urban, suburban, and rural settings dependent upon the group.
Participants (or Animals, Specimens, Cadavers) :
Participants (n=15) were current occupational therapy (OT) practitioners recruited using convenience sampling and grouped based on their location and scheduling. 53 participants were screened for eligibility based upon inclusion criteria of English language fluency, current practitioner in Dallas/Fort Worth, TX, access to a WiFi capable device, and aged 21 years of or older.
Participants engaged in two synchronous 45-minute education sessions about low vision after acquired brain injury. Pre-, post-, and follow-up survey were administered at designated time-points.
Main Outcome Measure(s) :
A survey was developed to assess satisfaction with technology used, confidence with acquired knowledge translation to practice, and knowledge-application to clinical scenarios with a four-point Likert Scale.
Significance was found between pre- and post-survey timepoints of the study for confidence (p<.001) and knowledge-application (p<.001) variables and no significance was found between face-to-face, online, and hybrid groups. Data demonstrated 88% retention rate to inform a future scaled study.
There may be no difference between learning platforms with synchronous and consistently presented information during continuing education courses. Despite learning platform used, learners may still increase their knowledge and confidence translating acquired information to practice. Distance options provide greater flexibility to allow greater participation and convenience with learning.
Jaimee Perea– Occupational therapist, Pate Rehabilitation, Fort Worth, Texas
William Sit– Associate Clinical Professor, Texas Woman's University, coppell, Texas
Mary Anise– Neuropsychologist, Pate Rehabilitation Endeavors, Inc., Dallas, Texas
Noralyn Pickens– Professor, Associate Director, Texas Woman's University, Dallas, Texas