Impact of a Videoconference Brain Injury Rehabilitation Curriculum on the Clinical Practice of Participants

D.S. Gray, C. Richards, M. Konrad, and E. Tian (Canada)


rehabilitation, E-learning, under-serviced communities, videoconference


Objectives: To assess the impact of a Brain Injury (BI) Rehabilitation curriculum delivered via videoconferencing on participant’s clinical practice. Methods: Self-volunteered participants were contacted for a three-month follow-up telephone interview after curriculum completion. A structured schedule of questions was utilized to obtain quantitative and qualitative data. Qualitative results were analysed using a constant comparative method of analysis to generate themes. Results: 49 interviews were conducted out of the 58 subjects initially identified. 91.8 % of the interviewees reported their expectations of the curriculum were met, 67.3% agreed or strongly agreed their confidence in working with BI clients was improved, and 77.6% felt their ability to provide clinical service to this population was improved. Conclusions: A videoconferenced brain injury curriculum reached participants over broad geographic areas. The curriculum increased participants’ confidence in dealing with BI clients and had a positive impact on participants’ ability to provide clinical service

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