title: Rehabilitation education program for stroke (REPS): learning and practice outcomes.
abstract: BACKGROUND
  New research knowledge acquired from Web-based sources may have a better chance of being translated into practice when accompanied by additional educational strategies. This study was undertaken to investigate that hypothesis.
  
  
  METHODS
  The Rehabilitation Education Program for Stroke (REPS) combines a self-directed online learning module with support from peer mentors, technical skills workshops, and organizational supports. Participants completed learning tests and practice surveys before and after the program and at a 6-month follow-up.
  
  
  RESULTS
  Learning and self-reported practice outcomes improved in the areas of assessment, client-centered practice, support for family and caregivers, and detecting depression. Participants also identified and reported specific strategies for individual and programmatic practice change.
  
  
  CONCLUSIONS
  A multifaceted, interdisciplinary online education intervention can positively influence stroke rehabilitation practices.
authors.affiliation: Department of Occupational Therapy, University of Toronto, Toronto, ON, Canada. sara.mcewen@utoronto.ca
authors.forename: Sara
authors.initials: S
authors.lastname: McEwen
authors.forename: Kristina
authors.initials: K
authors.lastname: Szurek
authors.forename: Helene J
authors.initials: HJ
authors.lastname: Polatajko
authors.forename: Susan
authors.initials: S
authors.lastname: Rappolt
mesh_terms: D004502:Education, Medical, Continuing / Q000458:organization & administration*; D006801:Humans; D020407:Internet; D007858:Learning; D008611:Mentors; D009864:Ontario; D017063:Outcome Assessment, Health Care; D010818:Practice Patterns, Physicians'; D011380:Programmed Instructions as Topic; D000071939:Stroke Rehabilitation