Abstract
This article presents a review of research studies examining instructional methods reported in the social work education literature published between 1998 and 2008. From a sample of 91 studies, 31 were identified as having used either a single group pre/post test design or a comparison of two or more groups and inclusion of a learning outcome measure. Most of the studies were deficient in either the employment of comparison groups, pre/post designs, utilization of multiple learning outcome measures, or a clear delineation of the connection between teaching methods and learning outcomes. Very few studies were based on previous work. A challenge is made to the field to conduct better designed studies and several suggestions for doing so are offered.
Notes
1Issue availability for Advances in Social Work was limited to 2000–2008, Journal of Baccalaureate Social Work to 2002–2008, and Arete ceased publication in 2006.
2A bibliography of all reviewed studies is available from the authors.