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Journal articles on the topic 'Formal wheelchair skills training'

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Author: Grafiati

Published: 10 December 2022

Last updated: 29 January 2023

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1

Gowran, Rosemary Joan, Marion B. Collins, Joanne McGlanaghy, Ellen Shanahan, and Yvonne Cleary. "Wheelchair Skills Education and Training for Children with Spina Bifida and/or Hydrocephalus and Their Parents: A Pilot Study." Disabilities 2, no. 1 (February 22, 2022): 96–118. http://dx.doi.org/10.3390/disabilities2010009.

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Background: Many children with spina bifida and/or hydrocephalus use manual wheelchairs. However, training to ensure appropriate wheelchair use is limited and informal, and this negatively impacts daily activity and participation. Evidence suggests formal training can increase children’s confidence and independence, with early intervention being critical for healthy development. In Ireland, like in many other regions internationally, such interventions are not readily available to families. Aim and objectives: The overall aim of the study was to pilot wheelchair skills training for children aged 3–8 years with spina bifida and/or hydrocephalus and their parents, to develop a sustainable program. The objectives were: (1) to develop and evaluate a wheelchair skills information pack; (2) to investigate the impact of training on children’s performance of wheelchair skills; (3) to explore parents’ perspectives on how training influenced their children’s daily participation; (4) to identify beneficial aspects of program delivery for children and parents. Methods: We applied a mixed-methods study design that included three stages: (1) evaluation of the use of a bespoke wheelchair skills information pack; (2) within-subject pre-post analysis of the wheelchair skills test (WST) and individual training goals; (3) qualitative thematic analysis of Photovoice documentary narratives from focus groups with parents. Results: Four children and their parents participated in the study. Parents reported the wheelchair skills information pack to be useful, recommending more child-friendly images, and the provision of the pack when children first receive their wheelchairs. Analysis of the pre/post-WST showed an increase in the performance of skills. Parents’ perspectives and experiences are captured in two Photovoice themes: (1) children developing their skills, (2) supporting parents to support their children. Conclusion: The pilot program was a success for these families, highlighting potential gaps in Irish wheelchair provision services and the need for wheelchair skills education and training to support parents and children.

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Giesbrecht, Edward. "Wheelchair Skills Test Outcomes across Multiple Wheelchair Skills Training Bootcamp Cohorts." International Journal of Environmental Research and Public Health 19, no. 1 (December 21, 2021): 21. http://dx.doi.org/10.3390/ijerph19010021.

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User training is a critical component of wheelchair service delivery to ensure individuals with a mobility impairment can negotiate environmental barriers and promote their social participation. A wheelchair “bootcamp”, delivered during professional preparation education, is one strategy to better prepare occupational therapists for clinical rehabilitation practice by developing their own wheelchair skills. The purpose of this study was a retrospective review of a large dataset of student cohorts from a single site and delineate bootcamp effects on the Wheelchair Skills Test-Questionnaire (WST-Q) scores. Participant data from eight cohorts was consolidated (n = 307). Comparison of two WST-Q scoring formats revealed significantly lower scores for cohorts using the 4-point version, which was subsequently standardized to the other 3-point version. WST-Q change scores were similar between cohorts, and differences were more reflective of variability in skill level prior to bootcamp than post-bootcamp scores. Students were able to master most basic and intermediate level skills, while advanced skill acquisition was much more variable. This study provides more precise point estimates of wheelchair skill acquisition among occupational therapy students than previous studies. While confirming the benefits of bootcamp education, recommendations for further investigation were identified.

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Abdul Rahim, Mohd Zulkifli, Ahmad Zamir Che Daud, and Nurul Akrami Ab Rahim Yang. "Wheelchair Skills Training: A scoping review." Environment-Behaviour Proceedings Journal 6, no. 17 (August 15, 2021): 165–72. http://dx.doi.org/10.21834/ebpj.v6i17.2879.

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This study aimed to examine the types of available evidence and knowledge gaps on wheelchair skills training among PWDs in literature. This study employed a scoping review method and was guided by Arksey and O'Malley's using five steps framework. A total of 15 peer-reviewed articles met the inclusion criteria. The results support the effectiveness of wheelchair skills training through personal feedbacks from participants, observation and the use of standardized outcome measures, including self-perceived assessment. This study highlights the importance and benefit of wheelchair skills training to wheelchair users, caregivers and health personnel. Keywords: Keywords: Skill Training; Disability; Wheelchair; Scoping Review eISSN: 2398-4287© 2021. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v6i17.2879

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Symonds, Andrew, Stephen J. G. Taylor, and Catherine Holloway. "Sensewheel: an adjunct to wheelchair skills training." Healthcare Technology Letters 3, no. 4 (December 2016): 269–72. http://dx.doi.org/10.1049/htl.2016.0056.

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Seeberger, Christel. "Book Review: Wheelchair skills assessment and training." Canadian Journal of Occupational Therapy 85, no. 3 (April 19, 2018): 260. http://dx.doi.org/10.1177/0008417418758790.

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6

Ouellet, Béatrice, Krista L. Best, Deb Wilson, and William C. Miller. "Exploring the Influence of a Community-Based Peer-Led Wheelchair Skills Training on Satisfaction with Participation in Children and Adolescents with Cerebral Palsy and Spina Bifida: A Pilot Study." International Journal of Environmental Research and Public Health 19, no. 19 (September 21, 2022): 11908. http://dx.doi.org/10.3390/ijerph191911908.

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Background: Peer-led approaches improve satisfaction with participation, wheelchair skills and wheelchair use self-efficacy in adults, but the evidence is limited in children. This pilot study aimed to explore the influence of community-based, peer-led, group wheelchair training program (i.e., Seating To Go) on satisfaction with participation (primary outcome), wheelchair skills, and wheelchair use self-efficacy in children and adolescents with cerebral palsy and spina bifida. Methods: A single group pre-post design was used. Invitations were shared online and diffused by clinicians and advocacy and provider groups to recruit a convenience sample of eight pediatric wheelchair users. Participants completed the Seating To Go program in groups that were facilitated by adult wheelchair users. Satisfaction with participation (Wheelchair Outcome Measure-Young People), wheelchair skills (Wheelchair Skills Test), wheelchair use self-efficacy (Wheelchair Use Confidence Scale), and perceived wheelchair skills capacity (Wheelchair Skills Test Questionnaire; proxy rating: parents) were evaluated before and after the Seating To Go program. Descriptive statistics and nonparametric longitudinal data analysis were conducted to explore changes in all outcomes from baseline to post-intervention. Results: Pediatric wheelchair users (ranging in age from 5 to 15 years) and their parents reported statistically significant improvements in satisfaction with participation. The improvements in wheelchair skills and wheelchair confidence were also statistically significant, but not the parents’ perception of their children’s wheelchair skills. Conclusions: A community-based peer-led approach to wheelchair skills training seems promising for improving wheelchair outcomes in pediatric wheelchair users. Further controlled studies with larger samples are warranted.

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Yeo, Sang, and Jung Kwon. "Wheelchair Skills Training for Functional Activity in Adults with Cervical Spinal Cord Injury." International Journal of Sports Medicine 39, no. 12 (September 11, 2018): 924–28. http://dx.doi.org/10.1055/a-0635-0941.

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AbstractWheelchair skills training can improve independent wheeled mobility for daily living activities as well as functional and social participation of adults with cervical spinal cord injury (C-SCI). The objective of this study was to examine the effectiveness of wheelchair skills training in improving both wheelchair skills and upper arm skilled performance in adults with C-SCI. In a randomized controlled study, 24 adults with tetraplegia were randomized and allocated to training group (n=13) or control group (n=11). The training group attended wheelchair skills training sessions, whereas the control group attended conventional exercise sessions. All interventions lasted 8 weeks, with a frequency of 3 days per week. All individuals were tested with the Wheelchair Skills Test (WST) and the Van Lieshout Test (VLT). The test was repeated at pre- and post-training (after 4 weeks and 8 weeks). For WST, univariate analysis demonstrated significant main effects in between-group, within-group, and group-by-time interaction (p<0.05). VLT showed no significant effect in between-group comparison (p>0.05), whereas within-group comparison of test times and group-by-time interaction showed significant main effects (p<0.05). Thus, wheelchair skills training is more beneficial for adults with C-SCI than conventional exercise.

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Mountain, Anita D., R. Lee Kirby, Cher Smith, Gail Eskes, and Kara Thompson. "Powered Wheelchair Skills Training for Persons with Stroke." American Journal of Physical Medicine & Rehabilitation 93, no. 12 (December 2014): 1031–43. http://dx.doi.org/10.1097/phm.0000000000000229.

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Kranz, Florence. "Wheelchair Skills Training Program - Rollstuhltraining für heikle Situationen." ergopraxis 6, no. 02 (February 7, 2013): 25–27. http://dx.doi.org/10.1055/s-0033-1334979.

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Khokhlova, Olga I., Elena M. Vasilchenko, Vera V. Lyakhovetskaya, and Marina G. Zhestikova. "Results of wheelchair skills training among the disabled persons with lower limb loss of vascular origin." Medical and Social Expert Evaluation and Rehabilitation 24, no. 2 (November 26, 2021): 47–57. http://dx.doi.org/10.17816/mser70210.

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BACKGROUND: Wheelchair skills training is an essential part of rehabilitation of the disabled persons with lower limb amputation (LLA) due to peripheral artery disease (PAD). However, nowadays this issue is poorly addressed in our country, there are no standardized technologies. AIM: Investigation of dynamics of the extent of wheelchair usage among disabled persons with LLA due to PAD during adjustment to the wheelchair using the Wheelchair Skills Program (WSP, Canada). MATERIALS AND METHODS: Altogether, 350 patients with lower limb stump [unilateral tibial stump ― 116 (33.1%), hip stump ― 223 (63.7%), bilateral tibial stumps ― 6 (1.7%), hip stump ― 5 (1.4%)] were examined in clinical settings at the Federal State Budgetary Institution Novokuznetsk Scientific and Practical Centre for Medical and Social Expertise and Rehabilitation of Disabled Persons Ministry of Labour and Social Protection of the Russian Federation. Male ― 268 (76.6%), female ― 82 (23.4%). Mean age 63.10.52 years. Cause of LLA: obliterative PAD (lower limb atherosclerotic arterial disease) ― 226 (64.6%), type 2 diabetes mellitus ― 124 (35.4%). WSP effectiveness was assessed in 227 disabled persons. Wheelchair skills retention in 1.1 (0.591.87) years was assessed in 48 persons, 25 persons have undergone training second time. RESULTS: It was found that 86% of the disabled persons with LLA needed the wheelchair skills training. Upon the completion of the course the level of individual wheelchair skills was increased in all participants. This contributed to an increase in their activities and participation, which was indirectly evidenced by 1.8 fold increase in the proportion of those using the wheelchair outdoors by the time of second hospitalization. CONCLUSION: The program provides an individual approach to training, based on the results of a study of the initial level of proficiency in wheelchair skills, the wishes of the user himself, his physical, somatic and psychological condition. Thanks to this, novice users were able to master basic skills, and relatively experienced ones ― more complex, and thereby increase their level of safe use of the wheelchair, as well as the degree of independence and everyday activity, which can indirectly be evidenced by a significant increase in the share of wheelchair users outside the house.

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Smith, Emma M., William C. Miller, W. Ben Mortenson, and Alex Mihailidis. "Feasibility RCT protocol evaluating a powered-wheelchair training program for older adults." Canadian Journal of Occupational Therapy 86, no. 3 (June 2019): 232–42. http://dx.doi.org/10.1177/0008417419834456.

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Background. Powered-wheelchair use improves participation for people with mobility limitations; however, many individuals do not receive powered-wheelchair skills training that meets their learning needs. Purpose. The aim of this work is to evaluate the feasibility of a powered-wheelchair training program for older adults with cognitive impairment, using errorless learning strategies facilitated by shared control technology. Method. A feasibility 2 × 2 factorial randomized controlled trial will recruit 32 older adults in residential care with mild to moderate cognitive impairment who are new powered-wheelchair use. The intervention consists of six or 12 training sessions, facilitated by shared control technology, using errorless learning techniques. Control participants will receive six or 12 training sessions using trial-and-error methods. Feasibility and clinical outcomes data (primary outcome: powered-wheelchair skills) will be collected. Implications. Errorless learning facilitated by shared control technology may be an alternative to meet the powered-wheelchair learning needs of older adults with cognitive impairments.

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Smith, Emma M., Krista L. Best, and William C. Miller. "A condensed wheelchair skills training ‘bootcamp’ improves students’ self-efficacy for assessing, training, spotting, and documenting manual and power wheelchair skills." Disability and Rehabilitation: Assistive Technology 15, no. 4 (February 18, 2019): 418–20. http://dx.doi.org/10.1080/17483107.2019.1572231.

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Archambault, Philippe, Dany Gagnon, François Routhier, and William Miller. "Effectiveness of power wheelchair simulator training, delivered at home, on wheelchair driving skills." Annals of Physical and Rehabilitation Medicine 59 (September 2016): e37-e38. http://dx.doi.org/10.1016/j.rehab.2016.07.087.

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McCluskey, Annie, and Lisa Harvey. "An enhanced wheelchair-skills training program improved the competency of manual-wheelchair users." Australian Occupational Therapy Journal 53, no. 1 (March 10, 2006): 56–57. http://dx.doi.org/10.1111/j.1440-1630.2006.00567.x.

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Best, Krista L., R. Lee Kirby, Cher Smith, and Donald A. MacLeod. "Wheelchair Skills Training for Community-Based Manual Wheelchair Users: A Randomized Controlled Trial." Archives of Physical Medicine and Rehabilitation 86, no. 12 (December 2005): 2316–23. http://dx.doi.org/10.1016/j.apmr.2005.07.300.

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Tu, Chun-Jing, Lin Liu, Wei Wang, He-Ping Du, Yu-Ming Wang, Yan-Bing Xu, and Ping Li. "Effectiveness and safety of wheelchair skills training program in improving the wheelchair skills capacity: a systematic review." Clinical Rehabilitation 31, no. 12 (June 5, 2017): 1573–82. http://dx.doi.org/10.1177/0269215517712043.

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Best, Krista, William C. Miller, Grant Huston, Francois Routhier, and Janice J. Eng. "Peer-Led Wheelchair Training Improves Wheelchair Use Self-Efficacy and Wheelchair Skills: A Pilot Randomized Controlled Trial." Archives of Physical Medicine and Rehabilitation 97, no. 10 (October 2016): e28. http://dx.doi.org/10.1016/j.apmr.2016.08.079.

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18

Hanrahan, Stephanie J. "Psychological Skills Training for Competitive Wheelchair and Amputee Athletes." Australian Psychologist 30, no. 2 (July 1995): 96–101. http://dx.doi.org/10.1080/00050069508258911.

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MacGillivray, Megan K., Bonita J. Sawatzky, William C. Miller, Francois Routhier, and R. Lee Kirby. "Goal satisfaction improves with individualized powered wheelchair skills training." Disability and Rehabilitation: Assistive Technology 13, no. 6 (July 16, 2017): 558–61. http://dx.doi.org/10.1080/17483107.2017.1353651.

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Sawatzky, Bonita, Paula W. Rushton, Ian Denison, and Rachael McDonald. "Wheelchair skills training programme for children: A pilot study." Australian Occupational Therapy Journal 59, no. 1 (December 5, 2011): 2–9. http://dx.doi.org/10.1111/j.1440-1630.2011.00964.x.

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Lee Kirby, R., and Angela H. MacPhee. "Re: An enhanced wheelchair-skills training program improved the competency of manual wheelchair users." Australian Occupational Therapy Journal 53, no. 1 (March 10, 2006): 58. http://dx.doi.org/10.1111/j.1440-1630.2006.00553.x.

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CHOI, WON-SEUK, JUN-MIN LEE, TAE YOUNG KIM, JUNG HWAN KIM, JUNG AH LEE, and HYUN CHOI. "DEVELOPMENT OF ADJUSTABLE WHEELCHAIR TRAINING STRUCTURE AND VALIDATION OF USEFULNESS FOR EVALUATION AND TRAINING OF MANUAL WHEELCHAIR SKILL." Journal of Mechanics in Medicine and Biology 20, no. 10 (December 2020): 2040032. http://dx.doi.org/10.1142/s0219519420400321.

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As the number of wheelchair users increases, safety accidents related to wheelchairs are increasing. Wheelchair training has been emphasized as a way to deal with this problem. Therefore, this study aimed to develop a wheelchair training structure as an adjustable type and verify its usefulness. Methods: In order to develop the wheelchair training structure as an adjustable type, idea meetings were held by related experts. The structure reflecting the ideas generated by the expert meetings was drawn through 3D modeling and it was produced by a commissioned woodwork shop. Then the final products including the adjustable curb and stairs were evaluated to verify their effectiveness and user satisfaction. Ten physical or occupational therapists rated satisfaction using the Korean-Quebec User Evaluation of Satisfaction with Assistive Technology, and four manual wheelchair users rated effectiveness using the wheelchair Skill Test-Questionnaire 5.0. And the evaluations were conducted twice before and after the 10 wheelchair training sessions each with 30 min duration. Results the result of satisfaction evaluation of the adjustable curbs and stairs by the 10 therapists showed that effectiveness was the highest, and the size and weight were the lowest. As for the effectiveness evaluation by the four manual wheelchair users, both the capacity and confidence of all subjects improved. Conclusion: This study confirmed that training using this type of wheelchair training construct will help wheelchair users improve the confidence and skills of using wheelchair which are essential for their safety and independent mobility. Therefore, if the adjustable curbs and stairs are to be used in the rehabilitation process of early manual wheelchair users, it is expected to contribute to the advancing their successful social return.

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Mountain, Anita D., Cher Smith, and R. Lee Kirby. "Are wheelchair-skills assessment and training relevant for long-standing wheelchair users? Two case reports." Disability and Rehabilitation: Assistive Technology 5, no. 3 (April 23, 2010): 230–33. http://dx.doi.org/10.3109/17483100903391145.

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Kirby, R. Lee, William C. Miller, Francois Routhier, Louise Demers, Alex Mihailidis, Jan Miller Polgar, Paula W. Rushton, et al. "Effectiveness of a Wheelchair Skills Training Program for Powered Wheelchair Users: A Randomized Controlled Trial." Archives of Physical Medicine and Rehabilitation 96, no. 11 (November 2015): 2017–26. http://dx.doi.org/10.1016/j.apmr.2015.07.009.

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Tsang, Christine D., and Nicole J. Conrad. "Music Training and Reading Readiness." Music Perception 29, no. 2 (December 1, 2011): 157–63. http://dx.doi.org/10.1525/mp.2011.29.2.157.

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several reports have noted significant associations among phonological awareness, early reading skills, and music perception skills in young children. We examined whether music processing skills differentially predicted reading performance in a broad age range of 69 children with and without formal music training. Pitch perception was correlated with phonological awareness, a finding consistent with the hypothesis that basic auditory processing skills underlie the association between music and reading abilities. Nevertheless, the correlation between music skills and reading skills was affected by the presence of formal music training: pitch discrimination predicted reading ability only in children without formal music training. Studies examining the association between music perception and reading (and perhaps other cognitive domains as well) should not ignore the factor of music training.

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Ferreira da Silva, Carlos Mariano Aguiar, Karina Santos Guedes de Sá, Andreia Bauermann, Mariane Borges, Minerva de Castro Amorim, Mateus Rossato, José Irineu Gorla, and Anselmo de Athayde Costa e Silva. "Wheelchair skill tests in wheelchair Basketball: A systematic review." PLOS ONE 17, no. 12 (December 1, 2022): e0276946. http://dx.doi.org/10.1371/journal.pone.0276946.

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Objectives The aim of this study was to identify, describe and synthesize the skill tests used in wheelchair basketball. Method A systematic review was carried out in the databases: PubMed/Medline, ScienceDirect, Scopus, Web of science and Google Scholar from inception to January 2021 with up to date in January 2022. the eligibility criteria used were Inclusion: (i) evaluation of wheelchair basketball athletes; (ii) using skill tests (defined as agility, speed, ball maneuverability, slalom, etc.) and (iii) papers needed to be written in English and published in peer-reviewed journals. Exclusion: (i) papers with poor description of the test methodology, (ii) participants not classified as wheelchair basketball athletes (less than one year of practice) and (iii) Participants were not people without disabilities. Results Our main findings were: a) the most explored skills were pass and speed, and the most frequent test was the pass tests and sprint tests, b) Strong associations were found between sports classes and performance in field tests, c) The most used tests for each skill were: pass = pass accuracy and maximum pass; speed = 20m sprint test with and without the ball; agility = slalom test; dribbling = obstacle dribbling tests and throw = free throw and spot shot. Conclusion The most explored skills were passing and speed, and to evaluate these skills we highlight the two-handed chest pass test, 20m sprint test with ball and the WMP test. The use of specific tests can facilitate the creation of reference standards and possible comparison of athletes and, thus, enable better training conditions, aiming to meet the specific demands of each athlete and team.

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Giesbrecht, Edward M., William C. Miller, Ian M. Mitchell, and Roberta L. Woodgate. "Development of a Wheelchair Skills Home Program for Older Adults Using a Participatory Action Design Approach." BioMed Research International 2014 (2014): 1–13. http://dx.doi.org/10.1155/2014/172434.

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Restricted mobility is the most common impairment among older adults and a manual wheelchair is often prescribed to address these limitations. However, limited access to rehabilitation services results in older adults typically receiving little or no mobility training when they receive a wheelchair. As an alternative and novel approach, we developed a therapist-monitored wheelchair skills home training program delivered via a computer tablet. To optimize efficacy and adherence, principles of self-efficacy and adult learning theory were foundational in the program design. A participatory action design approach was used to engage older adult wheelchair users, care providers, and prescribing clinicians in an iterative design and development process. A series of prototypes were fabricated and revised, based on feedback from eight stakeholder focus groups, until a final version was ready for evaluation in a clinical trial. Stakeholder contributions affirmed and enhanced the foundational theoretical principles and provided validation of the final product for the target population.

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Rhodes, James M., Barry S. Mason, Thomas A. W. Paulson, and Victoria L. Goosey-Tolfrey. "A Comparison of Speed Profiles During Training and Competition in Elite Wheelchair Rugby Players." International Journal of Sports Physiology and Performance 12, no. 6 (July 2017): 777–82. http://dx.doi.org/10.1123/ijspp.2016-0218.

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Purpose:To investigate the speed profiles of individual training modes in comparison with wheelchair rugby (WCR) competition across player classifications.Methods:Speed profiles of 15 international WCR players were determined using a radio-frequency-based indoor tracking system. Mean and peak speed (m/s), work:rest ratios, and the relative time spent in (%) and number of high-speed activities performed were measured across training sessions (n = 464) and international competition (n = 34). Training was classified into 1 of 4 modes: conditioning (n = 71), skill-based (n = 133), game-related (n = 151), and game-simulation drills (n = 109). Game-simulation drills were further categorized by the structured duration, which were 3-min game clock (n = 44), 8-min game clock (n = 39), and 10-min running clock (n = 26). Players were grouped by their International Wheelchair Rugby Federation classification as either low-point (≤1.5; n = 8) or high-point players (≥2.0; n = 7).Results:Conditioning drills were shown to exceed the demands of competition, irrespective of classification (P ≤ .005; effect size [ES] = 0.6–2.0). Skill-based and game-related drills underrepresented the speed profiles of competition (P ≤ .005; ES = 0.5–1.1). Mean speed and work:rest ratios were significantly lower during 3- and 8-min game-simulation drills in relation to competition (P ≤ .039; ES = 0.5–0.7). However, no significant differences were identified between the 10-min running clock and competition.Conclusions:Although game-simulation drills provided the closest representation of competition, the structured duration appeared important since the 10-min running clock increased training specificity. Coaches can therefore modify the desired training response by making subtle changes to the format of game-simulation drills.

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de Guast, Virginie de Bressy, Jim Golby, Anna Van Wersch, and Fabienne d’Arripe-Longueville. "Psychological Skills Training of an Elite Wheelchair Water-Skiing Athlete: A Single-Case Study." Adapted Physical Activity Quarterly 30, no. 4 (October 2013): 351–72. http://dx.doi.org/10.1123/apaq.30.4.351.

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This study presents a complete psychological skills training (PST) program with a wheelchair athlete and examines the program effectiveness using a mixed-method approach. After initial testing, the athlete followed a two-month program of self-confidence building, motivational, visualization/relaxation, and injury management techniques. Quantitative and qualitative methods were used to examine the impacts on performance and psychological abilities. The triangulated results suggest that the PST program was perceived as effective by the athlete in terms of his sporting performances and mental skills. The characteristics and implications of a PST program with this wheelchair athlete are discussed, as well as the study limitations and the perspectives for future research.

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Pellichero, Alice, Krista L. Best, François Routhier, and William C. Miller. "Exploring Older Adults’ Experiences and Perceptions with a Peer-Led Wheelchair Training Program." Canadian Journal of Occupational Therapy 87, no. 3 (May 5, 2020): 192–99. http://dx.doi.org/10.1177/0008417420922635.

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Background. Manual wheelchair (MWC) training is important, but less than 50% of new wheelchair users receive any training. The Wheelchair training Self-efficacy Enhanced for Use (WheelSeeU), a community-based peer-led MWC training program, is feasible and effective for improving wheelchair skills. However, implementing effective programs requires an understanding of stakeholders’ experiences. Purpose. Explore older adults’ perceptions about their participation in the WheelSeeU program. Method. Qualitative interviews were conducted with participants who completed the WheelSeeU program. Thematic analysis was conducted. Findings. Three themes emerged. 1. Getting my life back described participants’ perceived impact of the WheelSeeU program on their lives. 2. I can do it too, implied critical facilitators for success. 3. Social gains, revealed participants’ feelings of social inclusion through participation in the program. Implications. Older adults expressed satisfaction and quality of participation with the WheelSeeU program that increased autonomy, improved MWC mobility and self-efficacy, and enhanced social connectedness.

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Kirby, R. Lee, Laura Keeler, Sherry Wang, Kara Thompson, and Chris Theriault. "Proportion of Wheelchair Users Who Receive Wheelchair Skills Training During an Admission to a Canadian Rehabilitation Center." Topics in Geriatric Rehabilitation 31, no. 1 (2015): 58–66. http://dx.doi.org/10.1097/tgr.0000000000000046.

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Sakakibara, Brodie M., William C. Miller, Melanie Souza, Viara Nikolova, and Krista L. Best. "Wheelchair Skills Training to Improve Confidence With Using a Manual Wheelchair Among Older Adults: A Pilot Study." Archives of Physical Medicine and Rehabilitation 94, no. 6 (June 2013): 1031–37. http://dx.doi.org/10.1016/j.apmr.2013.01.016.

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Alapakkam Govindarajan, Mrityunjaya A., Philippe S. Archambault, and Youri Laplante-El Haili. "Comparing the usability of a virtual reality manual wheelchair simulator in two display conditions." Journal of Rehabilitation and Assistive Technologies Engineering 9 (January 2022): 205566832110671. http://dx.doi.org/10.1177/20556683211067174.

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Virtual reality (VR) simulators can help train manual wheelchair skills. Transfer of skills from the virtual to the real world may depend on the sense of presence, or of being “in” the virtual environment. Objectives To compare 1) the usability (in terms of performance, overall experience, and satisfaction), as well as 2) the sense of presence, in a wheelchair simulator with two display conditions: a head-mounted display (HMD) or a computer monitor. Methods Sixteen healthy adults practiced in the wheelchair simulator, first with a computer monitor display and then with an HMD. Task performance, cybersickness, presence, and overall experience in VR were assessed. Results Four of the participants were unable to complete all tasks in the HMD condition. When comparing the two display conditions, performance was the same, except for one task (bathroom) which took longer with the computer monitor. The HMD condition was rated as significantly higher in terms of sense of presence and VR experience but provoked more intense symptoms of cybersickness. Discussion Use of an HMD increased symptoms of cybersickness, with small gains in wheelchair performance. Thus, the use of an HMD may be warranted for the training of wheelchair skills, if tolerated by participants.

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Liow, David K., and Will G. Hopkins. "Training Practices of Athletes with Disabilities." Adapted Physical Activity Quarterly 13, no. 4 (October 1996): 372–81. http://dx.doi.org/10.1123/apaq.13.4.372.

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The training practices of athletes with disabilities were investigated by means of a validated self-administered questionnaire. Descriptive statistics were derived from the replies of 41 wheelchair racers, 20 swimmers, and 14 athletes specializing in throwing events. The majority of athletes competed at either international (77%) or national levels (15%). Almost all swimmers were coached frequently, but one third of the wheelchair racers and one half of the throwers were not coached. Median volumes of endurance, interval, strength, and skill training in each of four training phases (buildup, precompetition, taper, and postcompetition) only partially reflected the contribution of energy systems and skills to performance in the different sports; moreover, there were wide variations in the training programs of athletes within each sport, especially swimmers and throwers. It was concluded that there is need for improvement in the coaching and training of many top-class athletes with disabilities.

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Sakakibara, Brodie M., William C. Miller, Janice J. Eng, François Routhier, and Catherine L. Backman. "Health, Personal, and Environmental Predictors of Wheelchair-Use Confidence in Adult Wheelchair Users." Physical Therapy 95, no. 10 (October 1, 2015): 1365–73. http://dx.doi.org/10.2522/ptj.20140537.

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Background There are no predictive models of wheelchair-use confidence. Therefore, clinicians and researchers are limited in their ability to screen for and identify wheelchair users who may be more prone to low wheelchair-use confidence and may benefit from clinical intervention. Objective The purpose of this study was to identify health-related, personal, and environmental factors that predict perceived wheelchair-use confidence in community-dwelling adults who use manual wheelchairs. Design A cross-sectional study was conducted. Methods Community-dwelling manual wheelchair users (N=124) were included in the study if they were ≥50 years of age, had ≥6 months of wheelchair use experience, and had no cognitive impairment. The Wheelchair Use Confidence Scale was used to assess wheelchair-use confidence. The sociodemographic information form, Functional Comorbidity Index, Seating Identification Tool, Interpersonal Support and Evaluation List, and Home and Community Environment Instrument captured the independent variables. Blocks of health, personal, and environmental variables were sequentially entered into the regression model. Results Five personal variables (age, standardized beta [β]=−0.18; sex, β=−0.26; daily hours of wheelchair occupancy, β=0.20; wheelchair-use training, β=0.20; and wheelchair-use assistance, β=−0.34) and one environmental variable (need for seating intervention, β=−0.18) were statistically significant predictors, explaining 44% of the confidence variance. Limitations The sample comprised volunteers and, therefore, may underrepresent or overrepresent particular groups within the population. The study's cross-sectional research design does not allow for conclusions to be made regarding causality. Conclusion Older women who use wheelchairs and who require assistance with wheelchair use may have low wheelchair-use confidence. The same is true for individuals who have no formal wheelchair-use training, who are in need of a seating intervention, and who report few hours of daily wheelchair use. These wheelchair users may require clinical attention and benefit from intervention.

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Kirby, R. Lee, Naomi J. Mifflen, Deborah L. Thibault, Cher Smith, Krista L. Best, Kara J. Thompson, and Donald A. MacLeod. "The manual wheelchair-handling skills of caregivers and the effect of training." Archives of Physical Medicine and Rehabilitation 85, no. 12 (December 2004): 2011–19. http://dx.doi.org/10.1016/j.apmr.2004.02.014.

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Tsai, Chung-Ying, Michael L. Boninger, Jennifer Hastings, Rory A. Cooper, Laura Rice, and Alicia M. Koontz. "Immediate Biomechanical Implications of Transfer Component Skills Training on Independent Wheelchair Transfers." Archives of Physical Medicine and Rehabilitation 97, no. 10 (October 2016): 1785–92. http://dx.doi.org/10.1016/j.apmr.2016.03.009.

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Giesbrecht, Ed, and William C. Miller. "Clinical Benefits of an mhealth Wheelchair Skills Training Program for Older Adults." Archives of Physical Medicine and Rehabilitation 97, no. 10 (October 2016): e80. http://dx.doi.org/10.1016/j.apmr.2016.08.245.

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Anggraini, Bima. "THE INQUIRY TRAINING LEARNING MODEL USE MIND MAPPING AND FORMAL THINGKING ABILITY ON STUDENT’S SCIENCE PROCESS SKILLS." Jurnal Pendidikan Fisika 6, no. 1 (June 1, 2017): 1. http://dx.doi.org/10.22611/jpf.v6i1.6337.

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The aim of this research were to analyzes: the different students’s science process skills by using inquiry training learning model and using conventional learning, the different students’s science process skills in the group of students who had formal thinking ability above average and below average, and the interaction inquiry training learning model and conventional learning with formal thinking ability of the students’s science process skills. This research carried out by a quasi-experimental with using two group pretest-postest design. The population of this study was class IX SMP IT An-Nizam Medan. The sample in this research was conducted by cluster random sampling of two classes, experiment class by using inquiry training learning model and control class by using conventional learning. The instruments of this study used science process skills in the perform work form and formal thinking ability test were collected by essay test. The data was analyzed by using two-way analysis of varians. The results of this research are the different students’s science process skills of inquiry training learning model and conventional learning, the different students’s science process skills who had formal thinking ability above average and below average, and there were an interactions between the inquiry training learning model with formal thinking ability in improving students's science process skills.

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Benson, Aaron D., Brandan A. Kramer, Margaret Boehler, Cathy J. Schwind, and Bradley F. Schwartz. "Robot-Assisted Laparoscopic Skills Development: Formal Versus Informal Training." Journal of Endourology 24, no. 8 (August 2010): 1351–55. http://dx.doi.org/10.1089/end.2009.0511.

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Best, Krista L., François Routhier, and William C. Miller. "A description of manual wheelchair skills training: current practices in Canadian rehabilitation centers." Disability and Rehabilitation: Assistive Technology 10, no. 5 (April 7, 2014): 393–400. http://dx.doi.org/10.3109/17483107.2014.907367.

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Smith, Cher, and R. Lee Kirby. "The Need for and Feasibility of Wheelchair Skills Training in Long-term Care." Topics in Geriatric Rehabilitation 31, no. 1 (2015): 52–57. http://dx.doi.org/10.1097/tgr.0000000000000049.

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Keeler, Laura, R. Lee Kirby, Kim Parker, Katie D. McLean, and Jill A. Hayden. "Effectiveness of the Wheelchair Skills Training Program: a systematic review and meta-analysis." Disability and Rehabilitation: Assistive Technology 14, no. 4 (April 4, 2018): 391–409. http://dx.doi.org/10.1080/17483107.2018.1456566.

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Keeler, L., R. L. Kirby, K. Parker, K. McLean, and J. Hayden. "Effectiveness of the wheelchair skills training program: A systematic review and meta-analysis." Annals of Physical and Rehabilitation Medicine 61 (July 2018): e530-e531. http://dx.doi.org/10.1016/j.rehab.2018.05.1235.

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Giesbrecht, Edward Mark, William C. Miller, Boyang Tom Jin, Ian M. Mitchell, and Janice J. Eng. "Rehab on Wheels: A Pilot Study of Tablet-Based Wheelchair Training for Older Adults." JMIR Rehabilitation and Assistive Technologies 2, no. 1 (April 30, 2015): e3. http://dx.doi.org/10.2196/rehab.4274.

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Background Alternative and innovative strategies such as mHealth and eLearning are becoming a necessity for delivery of rehabilitation services. For example, older adults who require a wheelchair receive little, if any, training for proficiency with mobility skills. This substantive service gap is due in part to restricted availability of clinicians and challenges for consumers to attend appointments. A research team of occupational therapists and computer scientists engaged clinicians, consumers, and care providers using a participatory action design approach. A tablet-based application, Enhancing Participation In the Community by improving Wheelchair Skills (EPIC Wheels), was developed to enable in-chair home training, online expert trainer monitoring, and trainee-trainer communication via secure voice messaging. Objective Prior to undertaking a randomized controlled trial (RCT), a pilot study was conducted to determine the acceptability and feasibility of administering an mHealth wheelchair skills training program safely and effectively with two participants of different skill levels. The findings were used to determine whether further enhancements to the program were indicated. Methods The program included two in-person sessions with an expert trainer and four weeks of independent home training. The EPIC Wheels application included video instruction and demonstration, self-paced training activities, and interactive training games. Participants were provided with a 10-inch Android tablet, mounting apparatus, and mobile Wi-Fi device. Frequency and duration of tablet interactions were monitored and uploaded daily to an online trainer interface. Participants completed a structured evaluation survey and provided feedback post-study. The trainer provided feedback on the training protocol and trainer interface. Results Both participants perceived the program to be comprehensive, useful, and easily navigated. The trainer indicated usage data was comprehensive and informative for monitoring participant progress and adherence. The application performed equally well with multiple devices. Some initial issues with log-in requests were resolved via tablet-specific settings. Inconsistent Internet connectivity, resulting in delayed data upload and voice messaging, was specific to individual Wi-Fi devices and resolved by standardizing configuration. Based on the pilot results, the software was updated to make content download more robust. Additional features were also incorporated such as check marks for completed content, a more consumer-friendly aesthetic, and achievement awards. The trainer web interface was updated to improve usability and provides both a numerical and visual summary of participant data. Conclusions The EPIC Wheels pilot study provided useful feedback on the feasibility of a tablet-based home program for wheelchair skills training among older adults, justifying advancement to evaluation in an RCT. The program may be expanded for use with other rehabilitation interventions and populations, particularly for those living in rural or remote locations. Future development will consider integration of built-in tablet sensors to provide performance feedback and enable interactive training activities. Trial Registration ClinicalTrials.gov NCT01644292; https://clinicaltrials.gov/ct2/show/NCT01644292 (Archived by WebCite at http://www.webcitation.org/6XyvYyTUf).

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Mugabi, Racheal Ddungu, Rosemary Nakijoba, Deborah Sarah Nakirijja, and May Sengendo. "Formal and Non-formal Skills Improvement for the Marginalised Youth in Uganda." Advanced Journal of Social Science 9, no. 1 (October 27, 2021): 10–26. http://dx.doi.org/10.21467/ajss.9.1.10-26.

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The aim of the article was to explore ways in which formal and non-formal skills development programmes can be improved for education continuity and employability of marginalised youth. This is attributed to the fact that coronavirus disease (COVID-19) with its related lockdowns is causing not only unprecedented disruption in the provision of skills, but also catalysed innovation in distance learning. A qualitative case study with some elements of action research, systematic inquiry and non-participant classroom observation with capability and empowerment theories supported the inquiries. Thematic analysis was used. Results reveal that while access to skills development was maintained in some spaces through a rapid shift to distance learning, the pre-existing social and digital divides deprived marginalized groups of continued learning and putting them behind schedule. Many institutions and learners lack operational distance-learning platforms, digital skills and devices. Save for the few exceptions, distance learning policies by the government have not yet been able to facilitate the acquisition of practical skills, which are critical components for the success of education and employability. Evidence points not only to pedagogical dimensions with educator’s incompetence to provide a supportive environment, but also to designing structured educational resources versus the abundance of online resources, disruptions to assessment and certification, and a general decline in the quality of practical training causing demotivation among learners and educators. The general increased economic hardship has also increased the likelihood of marginalised youth dropping out of education. The study recommends a robust shift on how skills are delivered-shift to digital literacy and adoption to technology, forge national and regional public private partnerships to increase the availability of accessible distance learning solutions, allocate more financial resources, develop new training programmes by marrying curricula to real life working situations, assess and certify online for educational continuity and employability.

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Routhier, F., P. S. Archambault, M. A. Choukou, E. Giesbrecht, J. Lettre, and W. C. Miller. "Barriers and facilitators of integrating the miWe immersive wheelchair simulator as a clinical tool for training powered wheelchair-driving skills." Annals of Physical and Rehabilitation Medicine 61 (July 2018): e91. http://dx.doi.org/10.1016/j.rehab.2018.05.194.

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Vasilieva, E. Yu. "Barriers to Communication Skills Assessment and Ways to Overcome Them." Virtual Technologies in Medicine 1, no. 3 (September 17, 2021): 122–23. http://dx.doi.org/10.46594/2687-0037_2021_3_1319.

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Teaching and assessing communication skills requires different approaches from clinical teaching. The challenge is to transform formal training in these skills into a systematic and purposefully organized, organically integrate communication skills training with clinical training. The article discusses barriers to teaching communication skills and ways to overcome them. Possible ways to standardize training and assessment of communication skills and their integration into existing curricula are shown.

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Sol, Marleen E., Janke F. de Groot, Maremka Zwinkels, J. M. Anne Visser-Meily, Cas L. J. J. Kruitwagen, and Olaf Verschuren. "Utrecht Pediatric Wheelchair Mobility Skills Test: Reliability, Validity, and Responsiveness in Youths Using a Manual Wheelchair." Physical Therapy 99, no. 8 (April 2, 2019): 1098–106. http://dx.doi.org/10.1093/ptj/pzz061.

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Abstract Background The assessment of wheelchair mobility skills (WMS) in youths using a manual wheelchair is important. More information is needed regarding the psychometric properties of the newly developed Utrecht Pediatric Wheelchair Mobility Skills Test (UP-WMST). Objective The purpose of this study was to evaluate the reliability, content validity, construct validity, and responsiveness of the UP-WMST 2.0 in youths using a manual wheelchair. Design This was a repeated-measurements, cross-sectional study. Methods A total of 117 children and adolescents who use a manual wheelchair participated in this study. The UP-WMST 2.0 contains the same 15 WMS items as the original UP-WMST but has an adaptation of the scoring method. Test-retest reliability was estimated in 30 participants. Content validity was assessed through floor and ceiling effect analyses. Construct validity was assessed through hypothesis testing. Preliminary estimates of responsiveness were assessed in 23 participants who participated in a WMS training program. Results Test-retest reliability analysis showed weighted Cohen kappa coefficients ranging from 0.63 to 0.98 for all but 1 item. The total UP-WMST 2.0 score had an intraclass correlation coefficient of 0.97. No floor or ceiling effects were detected. Independent-sample t test analysis confirmed our hypotheses regarding direction and difference in scores between age and diagnostic groups. Within-group analysis in the responsiveness study showed a positive significant change in UP-WMST 2.0 score (8.3 points). Limitations The small sample size used in the responsiveness study was a limitation of this study. Conclusions This study provided evidence of the test-retest reliability, content, and construct validity of the UP-WMST 2.0. It also provided initial evidence of the responsiveness of the UP-WMST 2.0 for measuring change in WMS in youths using a manual wheelchair.

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Naghshineh, Sheila, Janet P. Hafler, Alexa R. Miller, Maria A. Blanco, Stuart R. Lipsitz, Rachel P. Dubroff, Shahram Khoshbin, and Joel T. Katz. "Formal Art Observation Training Improves Medical Students’ Visual Diagnostic Skills." Journal of General Internal Medicine 23, no. 7 (July 2008): 991–97. http://dx.doi.org/10.1007/s11606-008-0667-0.

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