A pilot randomized controlled trial comparing online versus face‐to‐face delivery of an aphasia communication partner training program for student healthcare professionals

Power, Emma; Falkenberg, Kate; Barnes, Scott; Elbourn, Elise; Attard, Michelle; Togher, Leanne

doi:10.1111/1460-6984.12556

Cited by 14 publications

(28 citation statements)

References 31 publications

(51 reference statements)

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“…One study included a basic science knowledge component, and 3D anatomy software was used for the anatomy course [25]. 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].…”

Section: Key Clinical Skills Subjects and Outcomesmentioning

confidence: 99%

Digital learning designs in occupational therapy education: a scoping review

Hwang¹,

Shim

Cheon

2023

BMC Med Educ

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Background Digital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited. Methods We conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes. Results Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning. Conclusions In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

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Section: Key Clinical Skills Subjects and Outcomesmentioning

confidence: 99%

Digital learning designs in occupational therapy education: a scoping review

Hwang¹,

Shim

Cheon

2023

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…One study included a basic science knowledge component, and 3D anatomy software was used for the anatomy course [24]. Studies that included procedural knowledge components addressed theories, frames of reference (FOR) [25,26], adaptive equipment [27], psychosocial dysfunction [28], communication partner training for adult aphasia [29], and interprofessional team skills [30]. Studies involving both procedural knowledge and clinical reasoning addressed ergonomics, autonomy, activity analysis, and other OT subjects [31], adult practice [32], mental health [33], eldwork training [34], interprofessional team skills in childhood, school practice [35], do-live-well (DLW) framework [36], and problem-based learning (PBL) scenarios [37].…”

Section: Key Clinical Skill Subjects and Outcomesmentioning

confidence: 99%

“…In three studies with a F2F comparison group, there were no signi cant differences between the e-learning and F2F groups in course satisfaction or academic performance. The course subjects of these studies were psychosocial dysfunction [28], the communication partner training (CPT) program for adults with aphasia [29], and the DLW framework [36], which were delivered by e-learning and F2F. Six studies included course subjects without the F2F comparison group.…”

Section: Digital Learning Design and Outcomesmentioning

confidence: 99%

“…The results of distance learning in this review are also consistent with those of previous studies. Compared with F2F, the distance learning course showed similar or greater improvement in academic performance [28,29,31,36]. The pivotal role of e-learning is interaction and practice exercises, repetition, and feedback, which are related to improving learning outcomes [60].…”

Section: Digital Learning Designs and Outcomesmentioning

confidence: 99%

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Digital Learning Designs in Occupational Therapy Education: A Scoping Review

Hwang¹,

Shim

Cheon

2022

Preprint

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Background: Digital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited. Methods: We conducted a scoping study to aims to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy and education. The included studies were mapped according to the types of digital learning design, subject, key clinical skills, and outcomes. Results: Twenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, clinical reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning. Conclusions: In OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

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“…There is emerging evidence that teleCPT can be effective. Power et al (2020) concluded that online delivery of a 45-minute introductory CPT course based on Supported Conversations for Adults with Aphasia (SCA) TM (Kagan et al, 2001) for student healthcare professionals was equally effective as face-to-face delivery, as measured using participant self-report. Rietdijk et al (2020a) found ASHA PERSPECTIVES SIG17 2021 -Beeke, Volkmer & Farrington-Douglas https://pubs.asha.org/doi/10.1044/2021_PERSP-21-00160 negligible differences between telehealth and face-to-face delivery in a trial of TBIconneCT, a communication skills training for people with TBI and their chosen CPs.…”

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confidence: 99%

TeleCPT: Delivery of a Better Conversations Approach to Communication Partner Training During a Global Pandemic and Beyond

2021

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Purpose: This case report provides an overview of telehealth delivery of our Better Conversations approach to communication partner training (CPT) for people with primary progressive aphasia (PPA) and their communication partner (CP). The purpose is to advance the knowledge of speech and language therapists/pathologists (SLTs) on this type of CPT and empower them to deliver teleCPT as part of their clinical practice. Method: We provide a case report describing therapy delivery, outcomes, and self-reflections from our clinical practice, which represents a collaboration between a UK National Health Service CPT clinic and the Better Conversations Research Lab at University College London, UK. A man with PPA and his CP (a dyad) video-recorded everyday conversations at home using a video conferencing platform. These formed the basis of an evaluation of conversation barriers and facilitators, which led to four weekly 1-hr therapy sessions covering the mechanics of conversation, identification of barriers and facilitators, goal setting, and practice of positive conversation strategies. Results: Dyad self-rating of goal attainment revealed that three of four conversation strategies were achieved much more than expected, a positive outcome given the progressive nature of F.F.'s condition. SLT access to the dyad at home via teleCPT facilitated the carryover of strategies from the session to everyday conversations in the home environment. TeleCPT was acceptable to this couple during a global pandemic, with benefits including no travel, ease of therapy scheduling around the CP's work and family commitments, and access to a specialist CPT clinic outside their geographical area. Conclusions: TeleCPT is feasible and acceptable to clients, improving access to therapy in a way that should not just be the preserve of service delivery during a global pandemic. SLTs can enable clients and their families to have better conversations despite communication difficulties by offering teleCPT. We have shared practical suggestions for delivering teleCPT.

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A pilot randomized controlled trial comparing online versus face‐to‐face delivery of an aphasia communication partner training program for student healthcare professionals

Cited by 14 publications

References 31 publications

Digital learning designs in occupational therapy education: a scoping review

Digital learning designs in occupational therapy education: a scoping review

Digital Learning Designs in Occupational Therapy Education: A Scoping Review

TeleCPT: Delivery of a Better Conversations Approach to Communication Partner Training During a Global Pandemic and Beyond

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