Examining Educators' Understanding and Application of Learnings From an Online Brain Injury Professional Development Module-TeachABI.
Christine C Muscat, Sara A Marshall, Alexa Irvin and 4 others
PMID 42754333WHAT IT FOUND
Educators said TeachABI gave them new acquired brain injury knowledge and classroom strategies.
They said they felt better prepared, but class size, limited resources, and poor collaboration with families or school teams could block use.
Key findings
01Educators said TeachABI gave them new acquired brain injury knowledge and classroom strategies they intended to use.
02Educators said applying what they learned depended on class size, physical space, resources, family relationships, school team collaboration, and conflict.
03Some educators left the module with remaining acquired brain injury knowledge gaps, especially about caregiver conversations and school-system procedures.
STILL TO COME
How it was doneWhat they found
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What it does not show
Educators were asked about their prior knowledge only after completing the module, so their answers about what they knew before may be influenced by the training. The interview sample may not represent Ontario educators, because many participants had personal or professional ABI experience and most were female. A research assistant was present while educators completed the module, which may have changed how much time they spent with it. The interview asked educators to reflect on the module and their experiences, which may have made them more likely to report learning.
Declared interests
The study was supported by the Social Sciences and Humanities Research Council of Canada, the Ontario Early Researcher Award, and a Doctoral Research Award from the Canada Graduate Scholarship. The paper does not report conflicts of interest.
The easy way to misread this
Do not conclude that TeachABI improves student outcomes or that educators will use the strategies in class. The study reports what educators said after one module, including intentions and barriers, not measured classroom practice or patient results.