Document Type (Journals)
Original Research
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 < .001) but decreased after three months (p = .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.
Biography
Sungha Kim, PhD, MSc (OT) is an Assistant Clinical Professor (Adjunct) in the School of Rehabilitation Science at McMaster University. She is an occupational therapist in South Korea, and her research interests include knowledge translation and continuing education for healthcare practitioners, as well as health promotion approaches for people with chronic conditions.
Rebecca Gewurtz, PhD, BHSc (OT) is an Occupational Therapist and Associate Professor in the School of Rehabilitation Science and an Adjunct Scientist at the Institute for Work and Health. She is the Director of the Inclusive Design for Employment Access (IDEA) Social Innovation Laboratory, funded by a Transformation Grant from the New Frontiers Research Fund. She holds a PhD from the University of Toronto and completed a collaborative program through the CHSRF/CIHR in Health Services and Policy Research.
Sandra Moll, PhD, MSc (OT) is an Occupational Therapist and Professor in the School of Rehabilitation Science at McMaster University and co-director of the McMaster Centre for Equity-Based Co-Creation. Her primary program of research focuses on workplace mental health, mobile health technology, and inclusive approaches to co-creating health and social system change. She was one of the original developers of the DoLiveWell framework.
Nadine Larivière, OT, PhD is Professor at l’Université de Sherbrooke. Her current research focuses on occupational challenges of persons with borderline personality disorder. She is particularly interested in the concepts of life balance and meaning in occupations. She has been part of the Dolivewell research team since 2012 and offers workshops on the framework and application tools with francophone occupational therapists.
Lori Letts, PhD, OT Reg. (Ont.) is Professor, School of Rehabilitation Science at McMaster University. Research areas include aging, community, health promotion, and primary care. She joined the Do Live Well team in 2013, applying Do Live Well to support healthy aging, and to train occupational therapists about the framework.
Declaration of Interest
The authors report no declarations of interest.
Recommended Citation
Kim, S., Gewurtz, R., Moll, S., Larivière, N., & Letts, L. (2025). The Effectiveness of Blended Online Do-Live-Well Workshops for Occupational Therapists. Journal of Occupational Therapy Education, 9 (4). Retrieved from https://encompass.eku.edu/jote/vol9/iss4/19
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