The Path to Translating Focus of Attention Research Into Canadian Physiotherapy, Part 4: Sequentially Linking Assessment Outcomes Into a Chain of Evidence Supporting the Workshop

IF 0.8 Q4 PSYCHOLOGY, DEVELOPMENTAL Journal of Motor Learning and Development Pub Date : 2023-01-01 DOI:10.1123/jmld.2023-0020
Julia Hussien, Liza Khodko, Cooper Macdonald, Diane Ste-Marie
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Abstract

In previous research, Canadian physiotherapists identified barriers to effective external focus promotion and recommended the delivery of a focus of attention workshop as a solution. Accordingly, the current research entailed the virtual delivery of such a workshop, consisting of asynchronous Website modules followed by a synchronous group session, to 15 Canadian physiotherapists working mainly with musculoskeletal rehabilitation clients. Assessment of the workshop outcomes was guided by constructs of social cognitive and adult learning theory, and organized based on the four levels of the Kirkpatrick model (KP1-Reaction, KP2-Learning, KP3-Behavior, and KP4-Results). Specifically, participants received links to questionnaire packages at three time points: 1-week preworkshop, immediately postworkshop, and 1-week postworkshop. Results showed that participants (a) reported high satisfaction, engagement, and perceived relevance of the workshop (KP1); (b) experienced significant improvements to their knowledge, skills, attitudes, and self-efficacy from pre- to immediately postworkshop (KP2); and (c) self-reported increases to their external focus promotion in the week following the workshop (modified KP3), and perceived improvements to their clients’ outcomes as a result of this external focus encouragement (modified KP4). Taken together, these results serve as a chain of evidence supporting the usefulness of the workshop in translating focus of attention findings into Canadian physiotherapy.
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将注意力焦点研究转化为加拿大物理治疗的途径,第4部分:将评估结果依次链接到支持研讨会的证据链中
在之前的研究中,加拿大物理治疗师发现了有效的外部焦点促进障碍,并建议将注意力焦点研讨会作为解决方案。因此,目前的研究需要虚拟交付这样一个讲习班,包括异步网站模块,然后是同步小组会议,15名加拿大物理治疗师主要与肌肉骨骼康复客户一起工作。工作坊成果评估以社会认知理论和成人学习理论为指导,基于Kirkpatrick模型(kp1 -反应、kp2 -学习、kp3 -行为和kp4 -结果)的四个层次进行组织。具体来说,参与者在三个时间点收到问卷包的链接:研讨会前一周,研讨会后一周和研讨会后一周。结果显示,参与者(a)报告了高满意度、参与度和感知到的研讨会相关性(KP1);(b)从工作坊前到工作坊后,他们的知识、技能、态度和自我效能感均有显著改善(KP2);(c)自我报告在研讨会后一周内他们的外部焦点提升(修改KP3),以及由于这种外部焦点鼓励(修改KP4)而感知到的客户结果的改善。综上所述,这些结果作为一系列证据,支持研讨会在将关注焦点研究结果转化为加拿大物理治疗方面的有效性。
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来源期刊
Journal of Motor Learning and Development
Journal of Motor Learning and Development Medicine-Orthopedics and Sports Medicine
CiteScore
2.20
自引率
15.40%
发文量
13
期刊介绍: The Journal of Motor Learning and Development (JMLD) publishes peer-reviewed research that advances the understanding of movement skill acquisition and expression across the lifespan. JMLD aims to provide a platform for theoretical, translational, applied, and innovative research related to factors that influence the learning or re-learning of skills in individuals with various movement-relevant abilities and disabilities.
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