Present, and future trends in teaching clinical skills through web-based learning environments

Abstract

Regan J, Youn E. Past, present, and future trends in teaching clinical skills through web-based learning environments. J Soc Work Educ. 2008;44(2): 95-114. Distance education has not always had the credibility that it enjoys today, especially in clinical fields such as social work. Previous studies report that social work educators believe that distance learning is appropriate for the transmission of passive information but not for education involving clinical services. The purpose of this article was to review the literature in order to identify chronological trends in Webbased learning for teaching clinical skills in social work. The authors conducted an exhaustive search across multiple databases and consultations with experts. Relevant articles were then categorized into methods of distance learning representing past, present, and future generations. The first generation of Web-based instruction related to clinical skills was used primarily for testing purposes, rather than delivery of information. The second generation introduced multimedia theory, which asserted that spoken text and visual imagery provided better learning than written text alone. Third generation Web-based instruction included the use of satellite broadcasts, WebCT, and Blackboard. These environments promote “asynchronous” learning such that learners can engage the course materials in a self-paced manner. Self-paced instructional methods mitigate some educational challenges, such as weather, childcare, and employment constraints. Finally, the fourth generation Web-based instruction includes use of shared whiteboards, instant polling, and interactive presentations. The results of the reviewed studies as to the benefits of Web-based instructional methods were not entirely consistent. One study found no difference in the learning that took place in the traditional classroom in comparison to the distance education venue. Another study found that blending the constructivist and objectivist approach in a Web-based environment netted successful student outcomes; however, another study demonstrated Web-based courses received lower mean course evaluations. Students' preferences for socialization and support from the traditional classroom may account for the lower course evaluation scores. Students' concerns about distance learning focused on lack of interaction and relationship modeling needed to teach clinical skills. Instructors' concerns about distance learning focused on ethical considerations, whereby the potential development of an entirely asynchronous environment designed to develop clinical skills might reach a more diverse pool of students. The authors suggest that both classroom and Web instruction create the most optimal environment for both the student and the instructor. In summary, this article prompts physical therapy educators to take a reflective look at what the field of social work can offer regarding the role of distance education in clinical training. Chalee Engelhard PT, MBA, GCS Kay Kyeongju Seo PhD Assistant Professor, Department of Rehabilitation Sciences, University of Cincinnati, Cincinnati, OH Assistant Professor, School of Education, University of Cincinnati, Cincinnati, OH