This study aimed to co-design a training program to meet pediatric physiotherapists’ needs to sustain pediatric telerehabilitation as a service option.
The fivefold framework of the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) instructional design model guided the process. Survey responses collected from pediatric physiotherapists (n=73) and an online focus group conducted with a subsample (n=7) were analyzed descriptively and thematically. Results were used to generate draft learning objectives and a generic curriculum and the Behaviours Change Wheel framework informed learning activities, strategies and techniques. Using an experience-based co-design process, parents receiving services (n=6), therapist’s representatives (n=5), and service managers (n=4) from the pilot implementation sites (n=4) worked collaboratively with the research team to adapt the learning objective and content to ensure site relevance
Participants (n=73) represented ten provinces and one territory, were distributed across had on average 19 years of clinical experience, had received no formal digital practice training (82%), and had limited experience before the pandemic (80%). Three identified learning needs dominated: 1) Technology skills mastery, 2) Discipline and population-specific evidence and best practices knowledge, and 3) Practical strategies and tools to optimize telerehabilitation assessment and intervention sessions. Web-based media which facilitated self-paced (i.e., e-learning modules) and peer learning (i.e., webinars) formats, interactive and collaborative learning activities, and leveraged therapists’ pandemic experiences informed the curriculum. Co-design group discussions provided vital contextual details (e.g., previous training, population services, approved platforms) to adapt content and learning activities. Moreover, across co-design groups, the importance of service delivery choice, collaboration for care, creative connection solutions, and continuing education were emphasized.
Our study findings demonstrate that pediatric physiotherapists have many unmet needs for which training is required to sustain digital practice as a service delivery option post-pandemic. While digital practice implementation success is multifactorial, including input from those with a vested interest in the service in training planning may help ensure its alignment with broader service needs. As implementation of the training program continues in 16 additional sites, the evaluation (i.e., wait for service, change in physiotherapists' behaviours and
Despite its recent rapid adoption during the pandemic, pediatric physiotherapists still report many unmet needs to sustain digital practice as a service option
Digital practice professional development should be carefully planned to meet the specific needs of pediatric physiotherapists.
The ADDIE model can be useful in the systematic development and evaluation of professional development initiatives on digital practice across physiotherapy specialties.
Pediatrics
Professional Development
