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Other titre : Knowledge to Practice in Developmental Coordination Disorder: Impact of an Evidence-Based Online Module on Physical Therapists’ Self-Reported Knowledge, Skills, and Practice

dc.contributor.authorCamden, Chantalfr
dc.contributor.otherRivard, Lisafr
dc.contributor.otherPollock, Nancyfr
dc.contributor.otherMissiuna, Cherylfr
dc.date.accessioned2015-09-03T22:09:02Z
dc.date.available2015-09-03T22:09:02Z
dc.date.created2015fr
dc.date.issued2015-09-03
dc.identifierPMID: 25790193fr
dc.identifier.urihttp://hdl.handle.net/11143/7605
dc.description.abstractAims : This study evaluates the impact of a Developmental Coordination Disorder (DCD) evidence-based online module including synthesized resources, practical strategies, and interactive component on self-reported physical therapist (PT) knowledge, skills, and practice. Methods : PTs from across Canada completed questionnaires before, immediately after, and 2 months following completion of the module. Questionnaires used 7-point Likert scale items and short open-ended questions; analyzes used paired t-tests and a thematic approach. Results : Fifty PTs completed both pre- and post-questionnaires; 41 of these completed the follow-up questionnaire. Most items (79%) evaluating self-reported knowledge and skills increased significantly following module completion and this increase was maintained two months later. Most participants (92%) reported an increase in their confidence to provide DCD evidence-based services. Participants plan to modify their evaluative practices (e.g., involving children in goal setting) and their management of DCD (e.g., using best practice principles, providing resources to families and physicians). At the 2- month follow-up, 46% of participants had returned to the module to review information (e.g., video, resources) or to download handouts. Conclusion : An online module developed collaboratively with PTs has the potential not only to increase PTs’ knowledge, but also to support them in implementing evidence-based services for children with DCD.en
dc.language.isoengen
dc.relation.isversionofhttps://doi.org/10.3109/01942638.2015.1012318en
dc.subjectDCDen
dc.subjectEvidence-based practiceen
dc.subjectDevelopmental coordination disorderen
dc.subjectKnowledge translationen
dc.subjectPhysical therapyen
dc.subjectWeb-based resourceen
dc.titleImpact of an evidence-based online module on best practice in physical therapy for children with developmental coordination disorder: a mixed methods studyen
dc.title.alternativeKnowledge to Practice in Developmental Coordination Disorder: Impact of an Evidence-Based Online Module on Physical Therapists’ Self-Reported Knowledge, Skills, and Practicefr
dc.typeArticlefr
dc.rights.holder@ Taylor & Francis Groupen
udes.description.typestatusPrépublicationfr
udes.description.typepubScientifiquefr
udes.description.diffusionDiffusé par Savoirs UdeS, le dépôt institutionnel de l'Université de Sherbrookefr
dc.identifier.bibliographicCitationCamden C, Rivard L, Pollock N, Missiuna C. (2015). Knowledge to Practice in Developmental Coordination Disorder: Impact of an Evidence-Based Online Module on Physical Therapists’ Self- Reported Knowledge, Skills, and Practice. Manuscrit soumis pour publication. https://doi.org/10.3109/01942638.2015.1012318en
udes.autorisation.depottruefr
udes.description.ordreauteursCamden, Chantal; Rivard, Lisa; Pollock, Nancy; Missiuna, Cheryl


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