Describes the process of analyzing and responding to outcomes of client/patient education in occupational therapy.

1. ANALYZING AND RESPONDING TO OUTCOMES
OTD715: PRACTITIONER AS EDUCATOR

2. WHAT DO WE MEAN BY “OUTCOMES”?
◼ Any results of outcome, impact, or program
evaluation
◼ Outcome: Use of information in day-to-day life
◼ Impact: Effect of maintained
performance/attitude on community, institution,
or population
◼ Program: Collective effects of multiple
educational offerings; may include process,
content, outcome, or impact evaluation but
across the entire department or program

3. COLLECTING OUTCOME DATA
◼ Available data vs. data collection
◼ Use of instruments
◼ Psychometric properties
◼ Cost
◼ Availability
◼ Creation of original instruments
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4. ANALYZING AND INTERPRETING THE DATA
◼ First, organize
◼ Qualitative or quantitative
◼ Data 🡪 Information
◼ Analysis should…
◼ provide answers to evaluation questions
◼ be consistent with type of data collected
◼ Recruit assistance from an expert
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5. SOME EXAMPLES OF OUTCOMES
◼ As a result of staff education regarding trauma-informed care, use of restraint has reduced by x%.
◼ Following a community walking group for clients, x (number) participated in a community-based fundraising walk.
◼ Review of the program’s client surveys indicates that x% have not participated in educational offerings due to lack of
childcare.
◼ Following education about OT’s role in schools, inappropriate or unnecessary referrals have decreased by x (number)
per school year.
◼ A program-wide client survey showed that x% of the client population are currently pursuing recovery—oriented goals
in the community.
◼ Participants of a workshop on gaining OT/OTA licensure in Oregon report that the process took x (number) of
minutes less than those who did not participate in the workshop.
◼ Students in an entry-level OT course report that there is too much reading assigned in the fall semester of the second
year of the program.

6. WHAT ARE SOME POSSIBLE RESPONSES?
◼ As a result of staff education regarding trauma-informed care, use of restraint has reduced by x%.
◼ Following a community walking group for clients, x (number) participated in a community-based fundraising walk.
◼ Review of the program’s client surveys indicates that x% have not participated in educational offerings due to lack
of childcare.
◼ Following education about OT’s role in schools, inappropriate or unnecessary referrals have decreased by x
(number) per school year.
◼ A program-wide client survey showed that x% of the client population are currently pursuing recovery—oriented
goals in the community.
◼ Participants of a workshop on gaining OT/OTA licensure in Oregon report that the process took x (number) of
minutes less than those who did not participate in the workshop.

7. RESPONDING TO THE INFORMATION YOU HAVE
◼Consider resources
◼Focus on established goals and objectives
◼Explore alternatives
◼Continue collecting data
◼Revise evaluation questions
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8. REPORTING THE DATA
◼ Be audience focused
◼ Information for decision-making by primary audience
◼ Must be useful and understandable
◼ Stick to the evaluation purpose
◼ Answer the questions asked
◼ Stick to the data
◼ Avoid ”conceptual leaps”

9. REFERENCE
Worral, P. S. (2011). Evaluation in healthcare education. In S. B. Bastable, P. Gramet, K. Jacobs, & D. L. Sopczyk
(Eds.),
Health professional as educator: Principles of teaching and learning (pp. 541-573). Jones & Bartlett
Learning.