Development and evaluation of an online professional development course to support delivery of tiered school-based rehabilitation services

The Facilitating Integration of Rehabilitation Services Through Training (FIRST) Course provides online professional development on tiered service delivery models for rehabilitation professionals working in education settings. Created by content and e-learning experts, this study describes our use of the Analysis, Design, Development, Implementation, Evaluation (ADDIE) instructional design model and the Successive Approximation Model (SAM) to develop, implement, and evaluate the FIRST Course, and reports the findings of an initial program evaluation. Rehabilitation professionals who completed the FIRST Course were invited to complete a cross-sectional survey to evaluate its utility. Between May 1, 2020, and August 11, 2023, 314 occupational therapists, 54 physiotherapists, and 170 speech-language pathologists completed the online course and survey. Respondents perceived the FIRST Course content to be relevant to their practice and to meet their learning needs regarding tiered services in education settings. Most respondents viewed the course positively and would recommend it to colleagues. More experienced respondents suggested a need for training on tiered service delivery models beyond an introductory level. The ADDIE and SAM instructional design models were successfully applied to develop, implement, and evaluate online professional development for school-based rehabilitation professionals who wish to learn about tiered service delivery models. Developers wishing to offer online professional development in the field of rehabilitation are encouraged to engage both content experts and e-learning experts when applying instructional design models such as ADDIE and SAM. Incorporating input from the intended rehabilitation professionals will ensure success.Our program evaluation shows that the FIRST Course reaches the target audience of occupational therapists, physiotherapists, and speech-language pathologists, and meets their learning needs for tiered service delivery models in education settings. Developers wishing to offer online professional development in the field of rehabilitation are encouraged to engage both content experts and e-learning experts when applying instructional design models such as ADDIE and SAM. Incorporating input from the intended rehabilitation professionals will ensure success. Our program evaluation shows that the FIRST Course reaches the target audience of occupational therapists, physiotherapists, and speech-language pathologists, and meets their learning needs for tiered service delivery models in education settings.《康复服务整合促进培训（Facilitating Integration of Rehabilitation Services Through Training, FIRST）》课程面向教育场景中从业的康复专业人员，提供关于分层服务交付模式的在线专业发展培训。本研究由内容专家与电子学习专家联合发起，详述了研究团队如何运用分析、设计、开发、实施、评价（Analysis, Design, Development, Implementation, Evaluation, ADDIE）教学系统设计模型与连续近似模型（Successive Approximation Model, SAM）来开发、实施并评估FIRST课程，并报告了首轮项目评估的结果。完成FIRST课程的康复专业人员受邀参与横断面调查，以评估该课程的实用性。在2020年5月1日至2023年8月11日期间，共有314名作业治疗师（occupational therapists）、54名物理治疗师（physiotherapists）与170名言语语言治疗师（speech-language pathologists）完成了在线课程与调查。受访者认为FIRST课程的内容与其执业场景高度相关，且能够满足其针对教育场景分层服务模式的学习需求。绝大多数受访者对课程持积极评价，并愿意向同行推荐。从业经验更丰富的受访者则提出，需针对分层服务交付模式开展进阶培训，而非仅覆盖入门级内容。本研究成功运用ADDIE与SAM教学系统设计模型，为旨在学习教育场景分层服务交付模式的学校康复专业人员开发、实施并评估了在线专业发展课程。呼吁有志于开展康复领域在线专业发展培训的开发者，在应用ADDIE、SAM等教学系统设计模型时，同时聘请内容专家与电子学习专家。吸纳目标康复专业人员的反馈意见，将确保项目取得成功。本项目评估结果显示，FIRST课程精准触达了作业治疗师、物理治疗师与言语语言治疗师这一目标受众群体，并满足了其针对教育场景分层服务交付模式的学习需求。呼吁有志于开展康复领域在线专业发展培训的开发者，在应用ADDIE、SAM等教学系统设计模型时，同时聘请内容专家与电子学习专家。吸纳目标康复专业人员的反馈意见，将确保项目取得成功。本项目评估结果显示，FIRST课程精准触达了作业治疗师、物理治疗师与言语语言治疗师这一目标受众群体，并满足了其针对教育场景分层服务交付模式的学习需求。