Implementing Partnering for Change in Québec: Occupational Therapy Activities and Stakeholders' Perceptions.
Chantal Camden, Wenonah Campbell, Cheryl Missiuna and 7 others
PMID 33834889WHAT IT FOUND
Therapists spent most time on classroom-wide activities and building trust with staff.
Stakeholders valued this collaboration but felt one day a week was insufficient to support all students and educators equitably.
Key findings
01Therapists spent the majority of their time on Level 1 (classroom-wide) activities, using strategies like workshops and in-class observations.
02Stakeholders perceived that one day a week was not enough time to follow up on all service levels, leading to inequities in which students and educators received support.
03Building trusting relationships with school staff was identified as a critical factor for implementation, requiring time that competed with direct service delivery.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
The study was conducted in only two schools, limiting generalizability. No formal member checking was performed to validate the interpretation of interview data. The perspectives of students were not directly explored. One therapist had previously worked for the research team, which may have introduced bias in her perceptions.
Declared interests
Funded by a grant from the Fondation du CHUS. The authors declared no conflicts of interest.
The easy way to misread this
Do not interpret stakeholder satisfaction as evidence that the intervention improved student outcomes. The study reported no standardized outcome measures, so perceived benefits cannot be separated from the novelty of having a therapist present.