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.