Comparing Web-Based and In-Person Educational Workshops for Canadian Occupational Therapists and Understanding Their Learning Experiences: Mixed Methods Study

Abstract

Background The Do-Live-Well (DLW) framework is an occupation-focused health promotion approach. Occupational therapists (OTs) have been interested in training opportunities regarding this framework. Traditionally, in-person continuing educational interventions are the main way that OTs obtain knowledge, but web-based learning has become popular among health care professionals. However, its effectiveness and learners’ experience in web-based learning have not been well-studied in occupational therapy education. Objective This study aims to evaluate the effectiveness of the web-based and in-person educational DLW workshops for Canadian OTs and to understand their experiences in both workshop types. Methods An explanatory sequential mixed methods study design was used, where quantitative data were collected first, then qualitative data were used to explain the quantitative findings. A quasi-experimental design and interpretative description methodology were used in the quantitative and qualitative phases, respectively. Results Quantitative results were as follows: a total of 43 OTs completed pre-, post-, and follow-up evaluations (in-person group: 21/43, 49%; web-based group: 22/43, 51%). Practice settings of the participants varied, including geriatric, hospital, long-term, mental health, pediatric, and primary settings. The primary outcome was as follows: there were no statistically significant differences in knowledge changes at the 3 time points (P=.57 to P=.99) between the groups. In the web-based group, the knowledge scores at follow-up were lower compared with the posttest results, meaning that knowledge gain was reduced over time (P=.001). The secondary outcomes were as follows: there were statistically significant differences between the groups in factors influencing DLW adoption at posttest (P=.001) and in satisfaction with the workshop (P<.001) at posttest in favor of the in-person group. Qualitative results were as follows: a total of 18 OTs (9/18, 50% from each group) participated in an individual interview. Five themes were identified regarding learners’ workshop experiences: relevance to their practices and interests may improve learning, a familiar learning environment may facilitate learning, synchronous in-person interaction is valuable in the learning process, ease of access to learning should be considered, and flexibility in web-based learning can be both beneficial and challenging. Conclusions The quantitative results of this study reported no difference in knowledge acquisition between the in-person and web-based groups, indicating that web-based education is as effective as in-person workshops. However, participants’ satisfaction with the workshop was statistically significantly higher for the in-person workshop. The qualitative findings described the participants’ perceived benefits and challenges of each educational format. The participants in both the web-based and in-person workshop groups valued in-person interactions in learning, but the participants in the web-based workshop group expressed web-based learning lacked in-person-like interactions. Thus, adding synchronous in-person interactions to web-based learning may improve learners’ educational experiences in web-based occupational therapy and continuing education.

Perception of Web-Based Didactic Activities During the COVID-19 Pandemic Among Anesthesia Residents: Pilot Questionnaire Study

“…In a study comparing the differences in virtual versus in-person training for occupational therapists, researchers found that while knowledge acquisition did not differ between the two groups, participant’s satisfaction rating was higher for the in-person group than for the web-based group owing to lack of in-person interactions, lack of ease in networking, and synchronous interactions in the web-based setting. The same study also found that participants appreciated the ease of accessibility and flexibility provided by the web-based learning modules [ 6 ]. Another study assessing the development of empathy in premedical students found a significant increase after a 2-week remote learning course.…”

Shared Decision-Making Training for Home Care Teams to Engage Frail Older Adults and Caregivers in Housing Decisions: Stepped-Wedge Cluster Randomized Trial

“…It also reduced time expenditure and costs, in contrast to in-person training, which had to be repeated at each crossover point [ 22 ]. However, our intervention overcame the disadvantages of web-based learning (mainly isolation) [ 23 - 25 ] with the in-person part of the training, which provided role play, feedback, and discussion opportunities for applying knowledge to skills and behavior [ 26 ].…”

Digital learning designs in occupational therapy education: a scoping review

“…Studies that included procedural knowledge components addressed theories, frames of reference [26,27], adaptive equipment [28], psychosocial dysfunction [29], communication partner training for adult aphasia [30], and interprofessional team skills [31]. Studies involving both procedural knowledge and professional reasoning addressed ergonomics, autonomy, activity analysis, and other OT subjects [32], adult practice [33], mental health [34], fieldwork training [35], interprofessional team skills in childhood, school practice [36], dolive-well framework [37], and problem-based learning (OTA:) scenarios [38]. In addition, the studies included only professional reasoning elements and provided casebased professional reasoning training, such as sensory processing and occupational performance process model (OPPM) application of cases [39][40][41] (Table 1).…”