This study aims to provide empirical evidence on the effectiveness of one mentorship program in occupational therapy as well as exploring participant reactions to the instructional activities and instructional delivery modes. Using a retrospective pretest posttest design, data were collected from 26 participants. Responses to an 18-question survey were collated and summarized using frequency and percentages. Wilcoxon signed-rank test was used to determine the significance of changes in perceived experience levels. Outcomes suggest content was relevant, understandable and impacted clinical practice. Learning activities that emphasized small group problem solving during live treatment sessions or in Q & A sessions were reported to be most useful. Results of this study enhance our understanding of professional development and provide a valuable framework for other healthcare disciplines.
Schoen et al. (Sun,) studied this question.