Using remote learning to teach clinicians manual wheelchair skills: a cohort study with pre- vs post-training comparisons

Purpose: To test the hypothesis that remote learning to teach clinicians manual wheelchair skills is efficacious. Materials and methods: A convenience sample of therapists (physical and occupational) and students were enrolled in pairs in a cohort study with pre- versus post-training comparisons. The intervention was a hybrid of self-study and hands-on practice paired with remote feedback for ten intermediate and advanced manual wheelchair skills. Participants practiced with self-selected frequency and duration, uploading a session log and video(s) to an online platform. A remote trainer provided asynchronous feedback prior to the next practice session. Capacity and confidence in completing the ten skills were evaluated using the Wheelchair Skills Test Questionnaire (WST-Q). Knowledge of wheelchair skills training and motor learning was assessed using a 62-item Knowledge Test. Secondary outcome measures included skill achievement, as confirmed by submitted video recordings, and participant feedback about the training. Results: Across 41participants, scores were higher at follow-up compared to baseline for WST-Q capacity (73.9 +/- 19.1 vs 16.8 +/- 15.6,p < 0.001), WST-Q confidence (80.1 +/- 12.2 vs 47.6 +/- 18.2,p = 0.003) and knowledge (70.8 +/- 7.5 vs 67.0 +/- 5.4,p = 0.004). Conclusions: Remote learning can increase wheelchair skills capacity and confidence as well as knowledge about such training and assessment. This model should be further investigated as a delivery method for training rehabilitation professionals.

Automated summary

This study aimed to test the efficacy of remote learning in teaching clinicians manual wheelchair skills. The results showed that remote learning can increase capacity and confidence in wheelchair skills, as well as knowledge about training and assessment. Therefore, this model has the potential to be an effective method for training rehabilitation professionals.