Can Clinical Skills Be Taught Online? Comparing Skill Development Between Online and F2F Students Using a Blinded Review

Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World

“…Can a lab or clinical skills be taught via hybrid or blended learning methods? We do know that clinical skills can be taught and learned in a synchronous setting (Wilke et al, 2016), but this could be a generalized assumption depending upon the instructor’s capabilities and more research and software may be needed as there is only so much that can be done online potentially.…”

Transforming graduate play therapy instruction to virtual learning during COVID-19.

“…Students’ skills were evaluated via a fictional case treatment plan and a digital role-play. Results shows that there was no statistical difference between the two modalities in terms of students’ skills, suggesting that clinical skills can be taught effectively via online learning (Wilke et al, 2016).…”

“…There has been some hesitance from counselor educators regarding online teaching as some counselor educators believe that counselor education, particularly clinical skills training, should be taught in a face-to-face modality due to the complexities of the client–counselor relationship and intricacy of developing the therapeutic rapport (Benshoff & Gibbons, 2011). Despite this hesitance, there is some evidence to suggest the efficacy of online training on clinical skills (e.g., Murdock et al, 2012; Wilke et al, 2016).…”

Teaching Technical Teacher Candidates with Various Types of Learning Styles: Online and Face-to-Face Compounds

“…This variety of combinations based on the idea that individuals differ in their speed of digesting information. Face-to-face instruction is an opportunity to facilitate and motivate slow students; and online instruction provides broad opportunities for students to learn independently, especially those who have high learning creativity (Zwart, Van Luit, Noroozi, & Goei, 2017;Mirabella et al, 2004;Wilke, King, Ashmore, & Stanley, 2016;Kissau, 2014). Thus, their competences can be built together maximally because it is possible for these differences to be accommodated (Kuo, Belland, Schroder, & Walker, 2014).…”