Digital learning designs in occupational therapy education: a scoping review

BMC Medical Education

Research

Hye-Won Cheon¹  Sun-Hwa Shim²  Na-Kyoung Hwang³ 

[1] Department of Dental Hygiene, College of Health Science, Howon University, 64, Howondae 3-gil, Impi-myeon, 54058, Gunsan, Jeollabuk-do, Republic of Korea;Department of Occupational Therapy, College of Medical Science, Jeonju University, 303, Cheonjam-ro, Wansan-gu, 55069, Jeonju, Jeollabuk-do, Republic of Korea;Department of Occupational Therapy, Seoul North Municipal Hospital, 38, Yangwonyeok-ro, Jungnang-gu, 02062, Seoul, Republic of Korea;

关键词: Digital learning design;    Occupational therapy education;    Learning technology;    Learning outcomes;   

DOI  :  10.1186/s12909-022-03955-x

 received in 2022-05-20, accepted in 2022-12-12,  发布年份 2022

来源: Springer

【 摘 要 】

BackgroundDigital learning is a rapidly advancing method for teaching and learning in professional health education. Although various digital learning designs have been tried in OT education, studies on digital learning designs are still limited.MethodsWe conducted a scoping study that aimed to identify the digital learning designs used in occupational therapy (OT) education and review the effectiveness, learner perceptions, clinical skills integrated, and technology-based learning strategies used to facilitate learning. Four databases were searched using subheadings and terms relating to digital learning, occupational therapy, and education. The included studies were mapped according to the types of digital learning design, subjects, key clinical skills, and outcomes.ResultsTwenty-two studies were included in this review, most of which were qualitative, observational, or mixed studies of the two designs. The digital learning designs identified in OT education were flipped, blended, hybrid, and distance learning, including e-learning and massive open online courses (MOOC). Among the components of clinical skills, professional reasoning and procedural knowledge were the most integrated into digital learning, and covered various OT subjects. Digital learning designs were reported to be equivalent to or more effective than the traditional face-to-face (F2F) class in learning outcomes of knowledge and skill acquisition, enhancing learning participation, reflection, and collaboration between learners. Various technologies have been used to promote synchronous or asynchronous active learning, providing learning strategies such as thinking, reflection, discussion, peer learning-group activity, and gamifying online learning.ConclusionsIn OT digital learning, appropriate learning subjects, the arrangement of clinical skill components that can be well integrated into digital learning, and the selection of appropriate technologies for effective learning are important. The results should be confirmed within an experimental study design.

【 授权许可】

CC BY   
© The Author(s) 2022

【 图 表 】

41116_2022_35_Article_IEq39.gif

41116_2022_35_Article_IEq37.gif