The Effectiveness of Blended Online Do-Live-Well Workshops for Occupational Therapists

Abstract

The Do-Live-Well (DLW) framework was developed by occupational therapists (OTs) to demonstrate how engaging in various activities can impact health and well-being of people. The DLW team has provided education for OTs across the world, and there has been a need for online learning with synchronous features. This study aimed to examine the impact of blended online DLW workshops that combined asynchronous and synchronous educational formats for OTs. We evaluated changes in participants' knowledge of the DLW framework, factors influencing framework adoption in practice, satisfaction with the workshop, and actual use of the framework. Descriptive statistics were used for the continuous variables, and frequencies were used for discrete variables. We then applied one-way repeated ANOVA to examine the changes in knowledge over time. Participants' knowledge levels increased immediately after the workshop (p < 0.001) but decreased after three months (p = 0.003). Their perceived ability to apply the DLW framework in practice increased after the workshop (pre-test, mean = 32.32/60, SD = 6.25; post-test, mean = 44.11/60, SD = 4.76; follow-up, mean = 39/54, SD = 6.97). Participants reported a high level of satisfaction with the workshop (mean = 107/112, SD = 6.24). Blended online workshops can be as effective as asynchronous online and in-person workshops, evidenced by increased knowledge, improved perceived ability to apply the framework in practice, and high scores for participants' satisfaction with the workshops. In future workshops, it will be important to consider how to facilitate knowledge retention and framework application in clinical practice.