Improving Clinician Capacity to Provide Interventions for Manual Wheelchair Users
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 235
- 试验地点
- 2
- 主要终点
- Change in Wheelchair Skills Test Questionnaire (WST-Q) score
研究概览
简要总结
The objective of this study is to determine the effectiveness of remote manual wheelchair skills training program for clinicians. The study will use three-group approach: intervention with remote feedback (Group 1), control group (Group 2), and structured self-study (Group 3). This demonstrates how the intervention compares not only to a control, but also to the next "best alternative" - therapists sourcing web-based training materials and learning independently.
详细描述
A randomized, single-blinded, two-period cross-over study design for Groups 1 and 2 will be used. Participants will complete baseline assessments and then be randomized to either Group 1 or Group 2. After enrollment for Groups 1 and 2 is completed, Group 3 participants will be enrolled.
Group 1 will receive the active intervention (intervention A) which will include a two-part training in wheelchair skills. For Part 1, they will review approximately 4 hours of educational videos on how to complete and teach wheelchair skills. For Part 2 they will complete a practice-feedback loop with a remote trainer providing asynchronous feedback. Group 3 will mirror Group 1 but complete only Part 1 of the training. Group 2 will receive the control intervention (intervention B) participants will review approximately 4 hours of educational videos. Participants will have 8 weeks to complete either training program. Both groups will then complete follow-up at 2 and 6 months. Following this, participants will cross over to receive the other intervention (Group 1 and 3 will receive intervention B, Group 2 will receive intervention A) and complete follow-up at 8 and 12 months.
Additionally, rehabilitation professionals who are not therapists will be able to access the training through a structured self-study (Group 4). This group will receive access to both trainings with follow-up at 2 and 6 months.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Crossover
- 主要目的
- Other
- 盲法
- Single (Participant)
盲法说明
For therapists, we will use a randomized, single-blinded, two-period cross-over study design for Groups 1 and 2. Participants will complete baseline assessments and then be randomized to either Group 1 or Group 2. After we have completed enrollment for Groups 1 and 2 we will enroll participants into Group 3.
Rehabilitation professionals who are not therapists will be enrolled in Group 4.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Practicing rehabilitation professional whose client population includes wheelchair users.
- •Willing and able to attempt practicing wheelchair skills
- •Access to a spotter(s)
- •Access to an Internet-ready device with video capabilities.
- •Speaks English
排除标准
- •1) Confident in teaching (Self-Efficacy on Assessing, Training, and Spotting [SEATS] item score = 5) and able to complete (WST-Q capacity item score = 2) >50% of skills targeted by the training intervention.
研究组 & 干预措施
Group 1: therapists
Group 1 will receive the active intervention (intervention A) of remote wheelchair skills training. They will cross-over to receive the control intervention (intervention B) of education on wheelchair provision at 6 months.
干预措施: Part 1 of intervention A - Wheelchair skills training modules (Other)
Group 1: therapists
Group 1 will receive the active intervention (intervention A) of remote wheelchair skills training. They will cross-over to receive the control intervention (intervention B) of education on wheelchair provision at 6 months.
干预措施: Part 2 of intervention A - Asynchronous feedback from a remote trainer (Other)
Group 1: therapists
Group 1 will receive the active intervention (intervention A) of remote wheelchair skills training. They will cross-over to receive the control intervention (intervention B) of education on wheelchair provision at 6 months.
干预措施: Intervention B: Education on wheelchair provision (Other)
Group 2
Group 2 will complete the control intervention (intervention B) of education on wheelchair provision. They will cross-over to receive the active intervention (intervention A) of remote wheelchair skills training at 6 months.
干预措施: Part 2 of intervention A - Asynchronous feedback from a remote trainer (Other)
Group 2
Group 2 will complete the control intervention (intervention B) of education on wheelchair provision. They will cross-over to receive the active intervention (intervention A) of remote wheelchair skills training at 6 months.
干预措施: Part 1 of intervention A - Wheelchair skills training modules (Other)
Group 2
Group 2 will complete the control intervention (intervention B) of education on wheelchair provision. They will cross-over to receive the active intervention (intervention A) of remote wheelchair skills training at 6 months.
干预措施: Intervention B: Education on wheelchair provision (Other)
Group 3
Groups 3 will mirror Group 1 but for intervention A will only complete Part 1 of the training and then be cued weekly to practice.
干预措施: Part 1 of intervention A - Wheelchair skills training modules (Other)
Group 3
Groups 3 will mirror Group 1 but for intervention A will only complete Part 1 of the training and then be cued weekly to practice.
干预措施: Intervention B: Education on wheelchair provision (Other)
Group 4: rehab professionals, not therapists
Group 4 will mirror Group 3 but receive access to both interventions at the same time.
干预措施: Part 1 of intervention A - Wheelchair skills training modules (Other)
Group 4: rehab professionals, not therapists
Group 4 will mirror Group 3 but receive access to both interventions at the same time.
干预措施: Intervention B: Education on wheelchair provision (Other)
结局指标
主要结局
Change in Wheelchair Skills Test Questionnaire (WST-Q) score
时间窗: baseline vs. 2 months
Clinician capacity and confidence to complete wheelchair skills, as measured by wheelchair skills test questionnaire (WST-Q), will improve following training (Group 1,3) compared to the active control group (Group 2). The WST-Q includes values from 0-3 for each of Capacity, Confidence, and Performance. These three scores will be averaged. A higher value indicates a better outcome.
Change in Self-Efficacy on Assessing, Training, and Spotting (SEATS) score
时间窗: baseline vs. 2 months
Clinician confidence to provide wheelchair skills training, as measured by the Self-Efficacy on Assessing, Training, and Spotting (SEATS), will improve following training (Group 1,3) compared to the active control group (Group 2). The SEATS evaluation rates Assessing, Training, and Spotting, on scales from 0-5 for each skill. The values will be combined and averaged to assess progress over time. A higher score indicates improvement.
Change in quality of wheelchair skills trained
时间窗: baseline vs. 6 months
Clinician training of wheelchair users will increase in quality (number of wheelchair skills trained, capacity of trainees) in the year following training (Group 1,3) compared to the active control group (Group 2).
Change in number of wheelchair users trained
时间窗: baseline vs. 6 months
Clinician training of wheelchair users will increase in quantity (number of wheelchair users trained, duration of training) in the six months following training (Group 1,3) compared to the active control group (Group 2).
次要结局
- Change in rehab professional quality of wheelchair training(baseline vs. 6 months, and 1 year (Group 1,3 only) following training)
- Change in rehab professional Wheelchair Skills Test Questionnaire (WST-Q) score(baseline vs. 2 months, 6 months, and 1 year (Group 1,3 only) following training)
- Change in rehab professional Self-Efficacy on Assessing, Training, and Spotting (SEATS) score(baseline vs. 2 months, 6 months, and 1 year (Group 1,3 only) following training)
- Change in rehab professional quantity of wheelchair users trained(baseline vs. 6 months, and 1 year (Group 1,3 only) following training)
研究者
Lynn Worobey
Assistant Professor
University of Pittsburgh