On-line ethics education for occupational therapy clinician–educators: a single-group pre-/post-test study
Purpose: Ethics education is a critical component of training rehabilitation practitioners. There is a need for capacity-building among ethics educators regarding facilitating ethical decision-making among students. The purpose of this study was to evaluate the utility of an on-line ethics education module for occupational therapy clinician-educators (problem-based learning tutors/clinical placement preceptors/evidence-based practice facilitators).
Method: The Knowledge-to-Action Process informed development and evaluation of the module. Clinician–educators (n = 33) viewed the module and reported on its impact on knowledge and facilitation practices via pre, post, and follow-up questionnaires.
Results: Pre- and post-test data indicated improvement in self-reported ethics knowledge (t = 8.275, p < 0.01). Follow-up data indicated knowledge did not decrease over time (t = −1.483, p = 0.075). There was improvement in self-reported intent to change practice (t = 4.93, p < 0.01); however, actual practice change was not indicated (t = −1.499, p = 0.072).
Conclusion: This study provides preliminary data regarding an on-line ethics education module for clinician–educators. Future recommendations include broader consideration of context, adding supplemental knowledge translation components, and further research exploring outcomes with larger samples, longer follow-up and randomized trial methodology.Implications for Rehabilitation
The on-line ethics module has potential to improve rehabilitation practice by addressing the noted gap in knowledge among clinician-educators.
Viewing an on-line module regarding approaches to ethics education may not be sufficient to change clinician-educators’ teaching practices.
More time and opportunities to discuss ethics with student occupational therapists may be required to effect practice change among clinician-educators.
Developing ethics education tools for clinician-educators requires ongoing and iterative input from knowledge users to optimize translation of ideas to practice.
The on-line ethics module has potential to improve rehabilitation practice by addressing the noted gap in knowledge among clinician-educators.
Viewing an on-line module regarding approaches to ethics education may not be sufficient to change clinician-educators’ teaching practices.
More time and opportunities to discuss ethics with student occupational therapists may be required to effect practice change among clinician-educators.
Developing ethics education tools for clinician-educators requires ongoing and iterative input from knowledge users to optimize translation of ideas to practice.
