Results

Pediatric Primary Care Providers

Familiarity with Occupational Therapy’s Domain of Practice

All participants demonstrated an increase in familiarity with 30 areas of occupational therapy’s domain of practice (see Table 4). Therefore, project goal one which stated, “PCPs will report an increase in familiarity of OTs domain of practice” was achieved. Participant One scored a 56 on the pre-test, which was categorized as “moderately familiar.” Participant One scored a 67 on the post-test (11 point increase), which was categorized as “very familiar.” Participant Two scored a 27 on the pre-test, which was categorized as “somewhat familiar.” Participant Two scored an 80 on the post-test (53 point increase), which was categorized as “very familiar.”

On the post-test, all participants indicated they were “extremely interested” in working with an OTP as a member of their interprofessional pediatric primary care team (see Table 4). On the pre-test, Participant One was initially “very interested” while Participant Two was “extremely interested.”

Knowledge of Occupational Therapy’s Role in Pediatric Primary Care

All participants were able to provide two accurate examples of how an OTP could contribute to a pediatric primary care team. Therefore, Project Goal #2 which stated, “PCPs will be able to identify at least 2 examples of how an OT can contribute to their pediatric primary care team” was achieved (see Table 5).

Perceptions of Change

After viewing the educational resource, PCPs were asked to report on, 1) their perceived change in understanding of OT’s scope of practice, and 2) their perceived change in understanding of OT’s role in pediatric primary care (see Table 6). In regards to their understanding of OT’s scope of practice, Participant One reported “my understanding slightly increased” and Participant Two reported “my understanding significantly increased.” In regards to their understanding of OT’s role in pediatric primary, all participants reported “my understanding significantly increased.”

Parents/Guardians

Perceptions of Change

After viewing the educational video, parents/guardians were asked to report on, 1) their perceived change in understanding of the types of OT services available for children, and 2) their perceived change in understanding of OT’s role in pediatric primary care. In regards to their understanding of the types of OT services available for children, one parent/guardian reported “no change” in understanding, two parents/guardians reported their understanding “slightly increased,” and eight parents/guardians reported their understanding “significantly increased.” In regards to their understanding of OT’s role in pediatric primary care, one parent/guardian reported “no change” in understanding, one parent/guardian reported their understanding “slightly increased,” and nine parents/guardians reported their understanding “significantly increased.” Project goal #3 was “Parents will report an increase in their understanding of the scope of OT services available for their children.” This goal was achieved given that 90.1% of parents/guardians reported their understanding either slightly increased or significantly increased (see Figure 4).

Interest in Receiving Primary Care Occupational Therapy Services

After viewing the educational video, one parent/guardian indicated they are “moderately interested” and 10 parents/guardians indicated they are “very interested” in receiving OT services as part of the well-visit in pediatric primary care (see Figure 5). Of the 11 participants, one parent/guardian would prefer to “obtain OT services from an outside provider in a different location,” nine parents/guardians would prefer to “obtain OT services in-house at their pediatric primary care location,” and one parent/guardian had no preference (see Figure 6).

Occupational Therapy Services Desired by Parent/Guardians

All participants were asked to select the top three areas that they would be most interested in receiving an OTP’s support for (see Figure 7). The following areas were chosen: toileting and toilet hygiene, emotional regulation, developing healthy sleep habits and routines, social interaction, fine and/or gross motor skills, attention, sensory processing, feeding/eating/swallowing, medication management, understanding my child’s diagnosis or other health conditions, and personal hygiene or grooming.