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The Teach-ABI Professional Development Module for Educators About Pediatric Acquired Brain Injury: Mixed Method

Lauren Saly¹, Christine Provvidenza^1,2, Hiba Al-Hakeem¹

¹Bloorview Research Institute, Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada.

JMIR Human Factors

|May 15, 2023

Summary

This summary is machine-generated.

Educators found the Teach-ABI professional development module highly usable and satisfactory for supporting students with acquired brain injuries (ABI). The module effectively enhances teacher knowledge and awareness, though content examples could be expanded.

Keywords:

Ontario acquired brain injury children death development disability educators knowledge translation online professional development research satisfaction testing school usability usability testing

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Area of Science:

Pediatric neurology
Educational psychology
Rehabilitation sciences

Background:

Acquired brain injury (ABI) significantly impacts children's cognitive, physical, and psychosocial development, affecting school performance.
Educators often lack sufficient knowledge and training regarding ABI, leading to inadequate support for students with ABI returning to school.
The Teach-ABI online module was developed to improve educators' understanding and awareness of ABI to better support affected students.

Purpose of the Study:

To evaluate the usability and satisfaction of the Teach-ABI online professional development module among elementary school educators.
To determine if teachers can effectively use and navigate the Teach-ABI module.
To identify necessary improvements for the Teach-ABI module based on user feedback.

Main Methods:

Elementary school educators in Ontario were recruited for individual online usability testing sessions via Zoom.
Usability was assessed through qualitative analysis of think-aloud data, semistructured interviews, direct observation, task completion rates, and System Usability Scale (SUS) scores.
The benchmark for usability was set at 70% of participants independently completing over half of the module tasks.

Main Results:

Over 85% of participants independently completed 10 out of 11 tasks, exceeding the usability goal.
The average SUS score was 86.25, indicating high satisfaction with Teach-ABI's perceived usability.
Educators found the module's content valuable and relevant, appreciating its design and organization, but suggested expanding case examples and accessibility.

Conclusions:

Teach-ABI demonstrates strong usability and high educator satisfaction regarding its design, content, and navigation.
The module facilitates active knowledge construction, enabling educators to connect content with their professional experiences.
Usability testing is crucial for developing effective online professional development resources like Teach-ABI.