Rehabilitation education program for stroke (REPS): learning and practice outcomes.
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.
McEwen
Sara
S
Department of Occupational Therapy, University of Toronto, Toronto, ON, Canada. sara.mcewen@utoronto.ca
Szurek
Kristina
K
Polatajko
Helene J
HJ
Rappolt
Susan
S
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