Educating Health Care Professionals about ASD through an Online Learning Module

Background: The rate of associated medical conditions among youth with ASD is high, at a prevalence of approximately 40 to 60% (Coury, 2010; Kielinen et al., 2004; Liptak et al., 2006). Because of the complex presentation of ASD and other possible health needs, this patient population is likely to come into contact with various health care professionals. During hospital visits in particular, youth with ASD may require a host of specialized supports in order to deliver medical services safely, and to optimize care experiences and outcomes. Currently, there is a limited understanding of how to best support this patient population. Health care professionals (HCPs) have reported feeling ill prepared to provide appropriate care and support for patients with ASD.

Objectives: Research has shown that families face many unique hospital challenges; many HCPs and other hospital staff are not well prepared to care for youth with ASD and want ASD-specific training (Muskat et al., 2015). Therefore, the main objectives of this project were to: (1) develop and implement an online training module for hospital staff about ASD and (2) evaluate hospital staff’s perceived utility of the online module.

Methods: The online module was a pilot project developed by professionals with clinical and research expertise in ASD in collaboration with the educational technology department at the hospital. Hospital staff were notified about the module through email (departmental listservs) and a notice on the hospital website. Following participation in the 10-minute module, learner feedback was solicited though a series of open- and closed-ended questions.

Results: Eighty-five participants completed the module (nurses: n = 28; physicians: n = 4; allied health professionals: n = 43, other: n = 12). Majority of participants answered the subsequent evaluation questions; however; there were some missing responses. All participants (n = 80/80; 5 did not complete this question) perceived the module to be easy to complete. Majority of participants (67%, n = 56/84) had prior ASD-focused education/training and many (64%, n = 41/64) had experience working with 20 or more children with ASD. Even with a sample of hospital staff that had ASD-specific experience and training, 66% (n = 53/80) reported that they learned something new and 85% (n = 69/81) reported that the module information would be helpful in their daily work. Approximately 89% (n = 70/79) of participants said that they would recommend it to their colleagues. Open-ended feedback was examined and revealed that participants were interested in receiving additional ASD online module training opportunities. Topics of interest included: funding issues faced by parents, hands-on behaviour management strategies, assessment and intervention strategies, summaries of current treatments and other ASD-related research, in-hospital resources, guidance for practical issues (e.g., medication adherence), guest speaker presentations, and ASD training geared specifically for protection services staff.

Conclusions: The results from this pilot evaluation have important practice implications for HCPs and other hospital staff who encounter and care for patients with ASD and their families. Next steps for this online module will be discussed.