Effects of a Family-Centered Teaching Model on Occupational Therapy Interns' Perceptions and Children's Occupational Performance.

Abstract

Aims: To compare perceptions of family-centered behaviors and children's occupational performance between occupational therapy interns in Taiwan who received a family-centered teaching (FACT) model and those who received a conventional family approach.

Methods: A two-group quasi-experimental design was employed. Participants included 49 interns, 44 caregivers, and 45 children with disabilities under 6 years old. The FACT model consisting of didactic lessons and hands-on practice was developed to strengthen interns' competencies in identifying parental concerns related to children's goals, writing goals using GAS format, and collaborating with caregivers in implementation of interventions. The interns' perceptions of their family-centered behaviors were measured using the Chinese version of the "Measure of Processes of Care-Service Provider" (C-MPOC-SP). Children's occupational performance was rated using the "Canadian Occupational Performance Measure" (COPM).

Results: Interns who received the FACT model demonstrated a significant increase in the Showing Interpersonal Sensitivity and Treating People Respectfully scales of C-MPOC-SP compared to the comparison group. The ratings of caregivers who received the FACT model increased significantly for children's performance, but not for satisfaction with performance.

Conclusions: The family-centered teaching model implemented in the internship increased interns' perception toward more family-centeredness and children's occupational performance.