JMIR Publications

ABSTRACT

Background:

The Do-Live-Well (DLW) framework is an occupation-focused health promotion approach. Many occupational therapists (OTs) have been interested in training opportunities regarding this relatively new framework. Traditionally, in-person educational interventions are the main way that OTs obtain knowledge, but online learning has become popular among health care professionals. However, its effectiveness and learners’ experience in online learning have not been well studied in occupational therapy education.

Objective:

The purposes of this study were to evaluate the effectiveness of the online and in-person education DLW workshop for Canadian OTs and to understand their experiences in both types of workshops.

Methods:

An explanatory sequential mixed-methods study design was used, where quantitative data were collected first; then, qualitative data was later used to explain the quantitative findings further. A quasi-experimental design and interpretative description methodology were used at quantitative and qualitative phases, respectively.

Results:

Quantitative Results 43 OTs completed pre, post, and follow-up evaluations in the study (in-person, n=21; online, n= 22), Participants’ practice setting varied, including geriatric, hospital, long-term, mental health, pediatric, primary, and private settings. Primary outcome. There were no statistically significant differences in knowledge changes at three-time points (p=.57 – .99) between the groups. In the online group, the knowledge scores at follow-up were lower compared to the posttest results, meaning that knowledge gain were reduced over time in online group (p=.001). Secondary outcomes. There were statistically significant differences between groups in factors influencing DLW adoption at the posttest (p=.001) and satisfaction with the workshop (p<.001) at the posttest in favour of the in-person group. Qualitative Results 18 OTs (9 from each group) participated in an individual interview. Out of the 18, 10 were applying the DLW framework in their practice, and 8 did not use it. Five themes were identified regarding learners’ workshop experience: 1. Synchronous In-person Interaction is Valuable in the Learning Process 2. Flexibility in Online Learning can be Both Beneficial and Challenging 3. Ease of Access to Learning should be Considered 4. Familiar Learning Environment May Facilitate Learning 5. Relevance to Their Practice and Interests may Improve Learning

Conclusions:

The quantitative results of this study reported no difference in knowledge acquisition between the in-person and online workshop groups, indicating online education is as effective as the in-person workshop. However, participants’ satisfaction with the workshop was statistically significantly higher in the in-person workshop. The qualitative findings described participants’ perceived benefits and challenges of each educational format. The participants in both online and in-person workshop groups valued in-person interactions in learning, but the participants in the online workshop group expressed online learning lacked in-person like interactions. Thus, adding synchronous in-person interactions in online learning may improve learners’ educational experiences in online learning.