Online learning versus workshops: a rank minimized trial comparing the effect of two knowledge translation strategies designed to alter knowledge, readiness to change, and self-efficacy with respect to rehabilitation outcome measures

Traditional face-to-face learning is often replaced by virtual learning because it can be more feasible and cost-effective, and more recently due to the need for social distancing. The objective was to evaluate the effectiveness of two innovative knowledge translation (KT) interventions; in-person stakeholder-hosted, interactive, problem-based seminars (SHIPS) versus online problem-based tutorials (e-PBL) in changing knowledge, readiness to change, and self-efficacy with respect to the use of rehabilitation outcome measures. Physical and occupational therapists (n = 124) were recruited from four sites across Canada to participate in either an e-PBL or SHIPS. Evaluations of KT impact measured knowledge, self-efficacy to implement outcome measures in practice, and readiness to change. There were 112 participants who completed the study. Following the intervention, the mean knowledge scores for both groups improved, but there was greater improvement in participants who completed SHIPS. For self-efficacy and readiness to change, there was no significant difference between groups six months following the interventions. E-PBL was as good as a SHIPS for improving and retaining self-efficacy and readiness to change. Knowledge improved more with workshops than online delivery, while improvements in self-efficacy and readiness to change improved similarly regardless of delivery.Implications for RehabilitationThis study compared the relative efficacy of internet and workshop-based education, focusing specifically on the use of outcome measures in physical and occupational therapy practice.Improvements in the self-efficacy of rehabilitation professionals with respect to outcome measure use had lasting effects regardless of KT intervention type, as it was retained six months following the intervention.Results from this study show that online interventions may be as effective as face-to-face workshops for improving readiness to change and self-efficacy for using outcome measures in practice by rehabilitation professionals.This is valuable information given the recent global pandemic, the need for social distancing, and the potential for learning interventions to focus within the online environment in the future. This study compared the relative efficacy of internet and workshop-based education, focusing specifically on the use of outcome measures in physical and occupational therapy practice. Improvements in the self-efficacy of rehabilitation professionals with respect to outcome measure use had lasting effects regardless of KT intervention type, as it was retained six months following the intervention. Results from this study show that online interventions may be as effective as face-to-face workshops for improving readiness to change and self-efficacy for using outcome measures in practice by rehabilitation professionals. This is valuable information given the recent global pandemic, the need for social distancing, and the potential for learning interventions to focus within the online environment in the future.传统面对面学习常被虚拟学习所替代，这是由于虚拟学习更具可行性与成本效益，而近期则更多源于社交距离防控的需求。 本研究旨在评估两种创新型知识转化（KT）干预措施的效果：分别为线下利益相关方主办的互动式基于问题研讨会（SHIPS）与在线基于问题辅导（e-PBL），考察其对康复结局指标使用相关的知识、改变准备度及自我效能感的影响。 研究从加拿大4个地区招募了124名物理治疗师与职业治疗师，将其纳入e-PBL组或SHIPS干预组。本研究通过测评知识水平、临床中落实结局指标的自我效能感及改变准备度，来衡量知识转化干预的效果。 最终共有112名受试者完成本研究。干预结束后，两组受试者的平均知识得分均有所提升，但完成SHIPS干预的受试者提升幅度更为显著。 在干预后6个月时，两组在自我效能感与改变准备度上无显著差异。在提升并维持自我效能感与改变准备度方面，e-PBL与SHIPS效果相当。 相较线上授课，线下研讨会（即SHIPS）可使知识水平获得更显著的提升，但无论采用何种干预形式，受试者的自我效能感与改变准备度的改善幅度均相近。 康复领域启示 本研究对比了线上教育与线下研讨会式教育的相对效果，重点聚焦于物理治疗与职业治疗临床实践中的结局指标使用场景。 无论采用何种知识转化干预形式，康复专业人员在结局指标使用相关自我效能感上的提升均具有持久性，该效果在干预后6个月仍可维持。 本研究结果表明，对于康复专业人员而言，在线干预在提升其临床使用结局指标的改变准备度与自我效能感方面，效果可与线下研讨会相媲美。 结合近期全球疫情背景下社交距离防控的需求，以及未来学习干预向线上环境转型的趋势，本研究结果具有重要的实践价值。 本研究对比了线上教育与线下研讨会式教育的相对效果，重点聚焦于物理治疗与职业治疗临床实践中的结局指标使用场景。 无论采用何种知识转化干预形式，康复专业人员在结局指标使用相关自我效能感上的提升均具有持久性，该效果在干预后6个月仍可维持。 本研究结果表明，对于康复专业人员而言，在线干预在提升其临床使用结局指标的改变准备度与自我效能感方面，效果可与线下研讨会相媲美。 结合近期全球疫情背景下社交距离防控的需求，以及未来学习干预向线上环境转型的趋势，本研究结果具有重要的实践价值。