Adapting TeachABI to the local needs of Australian educators – a critical step for successful implementation

Marnie Drake; Shannon E. Scratch; Angela Jackman; Adam Scheinberg; Meg Wilson; Sarah Knight

doi:10.1071/IB23094

RESEARCH ARTICLE (Open Access)

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Adapting TeachABI to the local needs of Australian educators – a critical step for successful implementation

Marnie Drake

^A ^B , Shannon E. Scratch ^C ^D ^E ^F , Angela Jackman ^A , Adam Scheinberg ^B ^G ^H , Meg Wilson ^B and Sarah Knight

^A ^B ^G ^H ^*

+ Author Affiliations

- Author Affiliations

^A Melbourne School of Psychological Sciences, The University of Melbourne, Vic., Australia.

^B Murdoch Children’s Research Institute, Melbourne, Vic., Australia.

^C Holland Bloorview Kids Rehabilitation Hospital, Toronto, ON, Canada.

^D Bloorview Research Institute, Toronto, ON, Canada.

^E Rehabilitation Sciences Institute, University of Toronto, Toronto, ON, Canada.

^F Department of Paediatrics, University of Toronto, Toronto, ON, Canada.

^G Department of Paediatrics, The University of Melbourne, Vic., Australia.

^H Victorian Paediatric Rehabilitation Service, The Royal Children's Hospital, Melbourne, Vic., Australia.

^* Correspondence to: sarah.knight@unimelb.edu.au

Handling Editor: Dana Wong

Brain Impairment 25, IB23094 https://doi.org/10.1071/IB23094

Submitted: 30 August 2023 Accepted: 15 February 2024 Published: 25 March 2024

© 2024 The Author(s) (or their employer(s)). Published by CSIRO Publishing on behalf of the Australasian Society for the Study of Brain Impairment. This is an open access article distributed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (CC BY-NC-ND)

Abstract

Background

The present study is the foundational project of TeachABI-Australia, which aims to develop and implement an accessible, nation-wide digital resource for educators to address their unmet acquired brain injury (ABI)-related professional learning needs. The aim of the present study was to identify the adaptations required to improve the suitability and acceptability of the TeachABI professional development module within the Australian education system from the perspectives of Australian educators.

Methods

The research design employed an integrated knowledge translation approach and followed the ADAPT Guidance for undertaking adaptability research. A purposive sample of eight educators eligible to teach primary school in Australia provided feedback on the module through a quantitative post-module feedback questionnaire and a qualitative semi-structured interview.

Results

Participants rated the acceptability of the module as ‘Completely Acceptable’ (Mdn = 5, IQR = 1), and reported ‘only Minor’ changes were required (Mdn = 2, IQR = 0.25) to improve the suitability to the Australian context. Qualitative analysis of transcripts revealed three broad categories: (1) the usefulness of TeachABI, (2) the local fit of TeachABI, and (3) pathways for implementing TeachABI in the local setting. Recommended adaptations to the module collated from participant feedback included changes to language, expansion of content, and inclusion of Australian resources, legislation, and videos.

Conclusions

TeachABI is acceptable to Australian educators but requires modifications to tailor the resource to align with the unique schooling systems, needs, and culture of the local setting. The systematic methodological approach to adaptation outlined in this study will serve as a guide for future international iterations of TeachABI.

Keywords: acceptability testing, acquired brain injury, adaptability testing, adaptation, Australia, educators, implementation science, knowledge translation, online resources, paediatric, professional development.

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