The Complex Rehab Technology field is built on collaboration, innovation and education. It is a specialty that demands not only deep clinical reasoning but also technical knowledge, effective communication and shared understanding between therapists, suppliers and manufacturers.

But what happens when the industry’s commitment to education is disrupted?

In recent years, we’ve seen a slowdown in hands-on learning. The pandemic led to canceled conferences, paused in-services and fewer opportunities for mentorship. Today, that challenge is compounded by shifting priorities: Clinical caseloads are heavier, appointment times are tighter, and structured education often takes a back seat.

Now more than ever, we must recommit to a culture of learning with renewed purpose and shared responsibility.

Education in CRT isn’t optional; it’s the foundation

Complex Rehab Technology is not just about choosing a product. It’s about translating complex functional needs into personalized solutions that often have long-term implications for a person’s health, independence and participation in daily life.

Understanding how to interpret a postural asymmetry, advocate through funding documentation or adjust hardware for a specific activity isn’t always intuitive. Without structured learning pathways, professionals are often left to “figure it out” on the fly, sometimes at the expense of clinical efficiency or client outcomes.

“Seating and mobility best practices are constantly evolving … As a clinician, any education is important (in-person and virtual) to maintain strong working relationships with the CRT Supplier and manufacturers we work with. It’s essential to understand not only how the equipment functions, but also how it supports the client’s specific goals. Hands-on experience allows for a deeper understanding of the equipment’s impact and strengthens clinical knowledge.”
– Allanna Jost, OT, Continuing Care, Nova Scotia

Ongoing education is how we stay connected to best practices, new technologies and to each other. It allows us to move from reactive decision-making to proactive clinical reasoning, and it builds the confidence required to navigate complex scenarios with clarity and purpose.

“OT school teaches students from all backgrounds and previous educational experiences how to become a ‘generalist’ occupational therapist. Therefore, upon graduation it is essential to begin building a plan for continued learning … it’s also an opportunity to explore new facets of the profession that may be unfamiliar and offers a chance to connect and network with those in our profession!”

-Claire Carfagnini, OT student

Why in-person learning still matters

While virtual education has increased accessibility and remains a valuable tool, it can’t fully replicate the benefits of in-person learning. Live sessions create meaningful space for hands-on experience, real-time problem-solving and rich discussion between clinicians, suppliers and manufacturers.

“In-person training is especially valuable, hands-on practice completing adjustments makes client appointments more efficient. In-person sessions also promote natural discussion of case studies with fellow therapists, which foster creative solutions.”
— Holly Buckler, OT, Specialty Seating Service, Halifax

Clinicians and CRT Suppliers alike benefit from working directly with equipment — trialing configurations, troubleshooting together and seeing how different setups affect posture, function and comfort. These shared learning moments foster collaboration and mutual understanding.

“Being a therapist for 15-plus years, I find that on-going education around seating and mobility is crucial to maintain competency in your role. It’s not just about knowing what to do, but intuitively understanding how and when to do it, which directly strengthens clinical confidence.”
— Amy MacDonald, OT Practice Consultant, Nova Scotia

For newer clinicians, in-person education is especially vital. Many enter the field with limited exposure to CRT-specific assessments or equipment. These learning opportunities help build the product knowledge, clinical reasoning and professional relationships essential to success in this highly specialized area of practice.

How do we enhance our industry’s culture of learning?

Reestablishing a strong educational culture isn’t just about attending more sessions. It’s about embedding learning into everyday practice.

We can also leverage the momentum of existing events at national conferences, provincial education days, and supplier- and manufacturer-hosted sessions to engage therapists and sales representatives in practical, relevant and hands-on training.

“Providing someone with a wheelchair must be one of the most complex interventions we provide as therapists. Attending the Canadian Seating and Mobility Conference provided me with new ideas, opinions and skills to help me work through the complexity of seating and mobility practice”

-Andrée Gauthier, OT Reg. (Ont.)

*See the end of this article for a list of educational opportunities and resources available throughout Canada. *

A shared responsibility

If we want to continue advancing CRT practice, education must be a shared priority. It’s not up to just one profession, one CRT Supplier or one clinic. All stakeholders, occupational therapists, physical therapists, suppliers, manufacturers, educators and policy leaders have a role to play in building systems that make learning sustainable.

Rebuilding our education culture means actively supporting those newer to the field. It means making space for learning, slowing down enough to teach each other and reinforcing collaboration. Whether you’re five months or 15 years into your career, staying up to date benefits everyone.

“No two clients are the same, and with so many equipment options available, there’s always something new to learn. Ongoing education is what allows us to make thoughtful, individualized decisions and keep up with the tools that can truly improve someone’s function and quality of life.”

-Sarah Timleck, OT, and owner, True Therapy Group, Ontario

Who benefits from education?

Self-check: Are you supporting a culture of learning?

Use the checklist below to reflect on your own approach to professional development. How many of these questions can you say yes to?

Questions:

Results:

A commitment to growth

It’s easy to deprioritize education when time is short and workloads are high. But this isn’t a field that allows us to stay still. The more we invest in meaningful learning, the better we serve our clients and each other.

Let’s rebuild our culture of learning with intention, collaboration and the understanding that education in our industry isn’t a luxury.

Alli may be reached at a.speight@motioncomposites.com.

Alli Speight, MSc.OT, ATP/SMS, began her career as an occupational therapist in the community setting, where her expertise was sought after for conducting home safety and mobility device evaluations. Her dedication to enhancing the lives of individuals through optimal seating and mobility solutions led her to join Motion Composites in 2016 as a clinical education specialist.

In her role at Motion Composites, Speight proved instrumental in elevating the brand’s presence in the ultralightweight wheelchair sector across Canada and the United States. She became a respected figure in the field, providing global education on best practices in Complex Rehab Technology, with a primary focus on ultralightweight manual wheelchairs and seating and positioning prescriptions. Speight’s passion and expertise earned her speaking opportunities at prominent conferences, including the International Seating Symposium, Canadian Seating and Mobility Conference and Assistive Technology Suppliers Australia Expo, among others. She is also a member of the Canadian Advisory Committee for the International Registry of Rehabilitation Technology Suppliers (iNRRTS).

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References

  1. Cervero, R. M. & Gaines, J. K. (2015). The impact of CME on physician performance and patient health outcomes: An updated synthesis of systematic reviews. Journal of Continuing Education in the Health Professions, 35(2), 131–138.
  2. Irvine, F., Martin, R. & Cuthbertson, P. (2019). The role of CPD in retention of healthcare professionals and quality of care. Nursing Management, 26(5), 32–37. https://doi.org/10.7748/nm.2019.e1853
  3. Lenker, J. A. & Paquet, V. L. (2003). A review of conceptual models for assistive technology outcomes research and practice. Assistive Technology, 15(1), 1–15. https://doi.org/10.1080/10400435.2003.10131885

Canadian education opportunities

National

Occupational therapy organizations and professional bodies

British Columbia

Alberta

Saskatchewan

Manitoba

Ontario

Atlantic

Other international

CRT Supplier and manufacturer education

Peer learning and online communities