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Related Experiment Videos

How rehabilitation therapists gather, evaluate, and implement new knowledge.

Susan Rappolt1, Maria Tassone

  • 1Department of Occupational Therapy, University of Toronto, 256 McCaul Street, Toronto, ON M5T 1W5.

The Journal of Continuing Education in the Health Professions
|September 14, 2002
PubMed
Summary

Rehabilitation therapists highly value continuing education (CE) but face barriers. Peer consultation is a primary resource for gathering and implementing new knowledge, highlighting the need for improved CE strategies and support systems.

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Area of Science:

  • Rehabilitation Science
  • Continuing Education Research
  • Knowledge Translation

Background:

  • Rehabilitation therapists are encouraged to integrate research into practice.
  • Understanding therapists' continuing education processes is limited.
  • This study investigates how therapists acquire, evaluate, and implement new knowledge.

Purpose of the Study:

  • To examine the strategies rehabilitation therapists use for continuing education.
  • To identify how therapists gather, evaluate, and implement new knowledge.
  • To inform the development of effective continuing education programs and research.

Main Methods:

  • In-depth interviews with 24 occupational and physical therapists.
  • Descriptive coding of interview transcripts to identify individual CE approaches.

Related Experiment Videos

  • Comparative analysis to derive themes and interpret findings.

    • Main Results:

    • Formal continuing education (CE) is highly valued but often limited in availability.
    • Peers are a primary resource for knowledge acquisition, evaluation, and implementation.
    • Therapists face economic, administrative, and interprofessional barriers to integrating new knowledge.
    • Approaches to evaluating and applying learning varied from systematic to haphazard.

    Conclusions:

    • Guidelines for evaluating and implementing learning are needed in CE programs.
    • More efficient continuing rehabilitation strategies are required.
    • Educationally influential peers can be effective for informal CE interventions.
    • Policy makers should address organizational barriers to research translation.