Developing an Online Professional Development Module to Support Family-Centered Service in Pediatric Rehabilitation

INTRODUCTION: Despite strong evidence supporting family-centered service (FCS), service providers (SPs) often face challenges in applying these practices in pediatric rehabilitation. This report describes the development of an online professional development module to support FCS implementation in clinical settings. METHODS: Module development was guided by best-practice recommendations for online knowledge translation, the Knowledge-to-Action model, and ADDIE instructional design principles. Focus group interviews were conducted with 14 SPs to identify training needs and preferences, including practical strategies for family engagement, which informed the content and structure of the module. RESULTS: The resulting module comprises five chapters that integrate evidence-based strategies, video demonstrations, real-world case examples, and learning activities. A hybrid navigation structure was implemented to support both structured learning and flexible access. A 2-week pilot test with eight SPs informed refinements to enhance usability and navigation. DISCUSSION: This study illustrates an iterative, user-centered approach to developing an online professional development resource that addresses the gap between FCS theory and practice. The module offers a practical, accessible tool to support SPs in adopting collaborative, family-centered approaches in pediatric rehabilitation. Future research should examine the module's long-term impact on provider behavior and outcomes for children, families, and organizations across contexts.