Table 10.

Learning needs for promoting the use of RBT. The data presented are the total number of non-missing responses (n) and the number of responses in each category, for each item in each group, with the percentage of non-missing responses in parenthesis. The p-values represent each item in the chi-square test, comparing response rates among the three groups and the various response categories

	Non-users		Users		Open-to-use
	n	Responses	n	Responses	n	Responses	P-value
Interested in learning more about
Theoretical background of RBT	56	45(80.4)	206	172(83.5)	73	63(86.3)	0.664
Principles of training for RBT	58	53(91.4)	206	197(95.6)	74	68(91.9)	0.319
Identifying clients' reactive balance control impairments	56	50(89.3)	204	195(95.6)	73	69(94.5)	0.197
Specific approaches for clients' reactive balance control impairments	56	51(91.1)	206	196(95.1)	73	69(94.5)	0.503
Interested in learning more about RBT through
'Hands on' workshop	49	38(77.6)	195	150(76.9)	70	54(77.1)	0.996
Reviewing case studies	45	30(66.7)	171	119(69.6)	65	46(70.8)	0.896
Having access to an expert to answer questions	47	36(76.6)	178	139(78.1)	66	52(78.8)	0.961
Reading scientific literature	46	35(76.1)	183	126(68.9)	64	46(71.9)	0.610
Reading training manual	46	35(76.1)	182	137(75.3)	67	57(85.1)	0.249
Watching instructional videos	55	51(92.7)	194	175(90.2)	75	70(93.3)	0.661
Webinar/teleconference	52	41(78.8)	180	135(75)	69	54(78.3)	0.778
An in-person lecture	50	32(64)	188	139(73.9)	63	46(73)	0.373