Department of Physical Therapy, Faculty of Social Welfare and Health Sciences, University of Haifa, Haifa, Israel.
BMC Med Educ. 2023 May 23;23(1):369. doi: 10.1186/s12909-023-04304-2.
The application of motor learning (ML) principles and research in physical therapy can optimize patient outcomes. However, the translation of the accumulated knowledge in ML to clinical practice is limited. Knowledge translation interventions, which are designed to promote changes in clinical behaviors, have the potential to address this implementation gap. We developed, implemented, and evaluated a knowledge translation intervention for ML implementation that focuses on building clinical capacity among physical therapists for the systematic application of ML knowledge in clinical practice.
A total of 111 physical therapists underwent the intervention, which consisted of the following: (1) an interactive didactic 20-hour course; (2) an illustrated conceptual model of ML elements; and (3) a structured clinical-thinking form. Participants completed the Physical Therapists' Perceptions of Motor Learning (PTP-ML) questionnaire pre and post intervention. The PTP-ML was used to assess ML-related self-efficacy and implementation. Participants also provided post-intervention feedback. A sub-sample (n = 25) provided follow-up feedback more than a year after the completion of the intervention. Pre-post and post-follow-up changes in the PTP-ML scores were calculated. The information gathered from the open-ended items of the post-intervention feedback was analyzed to identify emerging themes.
Comparing pre- and post-intervention scores, significant changes were found in the total questionnaire scores, self-efficacy subscale scores, reported implementation subscale scores (P < .0001), and general perceptions and work environment subscale score (P < .005). The mean changes in the total questionnaire and self-efficacy scores also significantly exceeded the Reliable Change Index. In the follow-up sample, these changes were maintained. Participants felt that the intervention helped them organize their knowledge in a structured manner and consciously link their practice elements to concepts in ML. Discussion of clinical cases was reported to be the most valuable educational method, and the illustrated conceptual model of ML elements was the least valued. Respondents also suggested support activities to maintain and enhance the learning experience, including on-site mentorship and hands-on experience.
Findings support the positive effect of an educational tool, most prominently on physical therapists' ML self-efficacy. The addition of practical modeling or ongoing educational support may enhance intervention effects.
将运动学习（ML）原理和研究应用于物理治疗可以优化患者的治疗效果。然而，将 ML 领域的知识积累转化为临床实践仍然有限。知识转化干预措施旨在促进临床行为的改变，具有解决这一实施差距的潜力。我们开发、实施并评估了一项侧重于在物理治疗师中建立临床能力的知识转化干预措施，以系统地将 ML 知识应用于临床实践。
共有 111 名物理治疗师接受了该干预措施，包括以下内容：（1）20 小时的互动式理论课程；（2）ML 元素的图示概念模型；（3）结构化的临床思维表。参与者在干预前后完成了物理治疗师对运动学习的认知问卷（PTP-ML）。该问卷用于评估与 ML 相关的自我效能感和实施情况。参与者还提供了干预后的反馈。一小部分（n=25）在干预完成一年多后提供了后续反馈。计算了 PTP-ML 得分的干预前后和随访后的变化。对干预后反馈的开放性问题进行了分析，以确定出现的主题。
与干预前相比，问卷总分、自我效能感分量表得分、报告实施分量表得分（P<0.0001）和一般认知和工作环境分量表得分均有显著变化（P<0.005）。问卷总分和自我效能感得分的平均变化也显著超过了可靠变化指数。在随访样本中，这些变化得以维持。参与者认为该干预措施帮助他们以结构化的方式组织知识，并有意识地将实践要素与 ML 概念联系起来。讨论临床病例被报告为最有价值的教学方法，而 ML 元素的图示概念模型则是最没有价值的。受访者还建议开展支持活动，以维持和增强学习体验，包括现场指导和实践经验。
研究结果支持教育工具的积极效果，尤其是对物理治疗师 ML 自我效能感的影响。增加实际建模或持续的教育支持可能会增强干预效果。
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