On-line ethics education for occupational therapy clinician-educators: a single-group pre-/post-test study.

Purpose: Ethics education is a critical component of training rehabilitation practitioners. There is a need for capacity-building among ethics educators regarding facilitating ethical decision-making among students. The purpose of this study was to evaluate the utility of an on-line ethics education module for occupational therapy clinician-educators (problem-based learning tutors/clinical placement preceptors/evidence-based practice facilitators). Method: The Knowledge-to-Action Process informed development and evaluation of the module. Clinician-educators ( n  = 33) viewed the module and reported on its impact on knowledge and facilitation practices via pre, post, and follow-up questionnaires. Results: Pre- and post-test data indicated improvement in self-reported ethics knowledge ( t  = 8.275, p  < 0.01). Follow-up data indicated knowledge did not decrease over time ( t  = -1.483, p  = 0.075). There was improvement in self-reported intent to change practice ( t  = 4.93, p  < 0.01); however, actual practice change was not indicated ( t  = -1.499, p  = 0.072). Conclusion: This study provides preliminary data regarding an on-line ethics education module for clinician-educators. Future recommendations include broader consideration of context, adding supplemental knowledge translation components, and further research exploring outcomes with larger samples, longer follow-up and randomized trial methodology.Implications for RehabilitationThe on-line ethics module has potential to improve rehabilitation practice by addressing the noted gap in knowledge among clinician-educators.Viewing an on-line module regarding approaches to ethics education may not be sufficient to change clinician-educators' teaching practices.More time and opportunities to discuss ethics with student occupational therapists may be required to effect practice change among clinician-educators.Developing ethics education tools for clinician-educators requires ongoing and iterative input from knowledge users to optimize translation of ideas to practice.