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ABSTRACT
This study compared the development of clinical assessment and intervention skills between students enrolled in a face-to-face (F2F) or an asynchronous online clinical social work class. All students from three semesters of F2F (n = 74) and online (n = 78) sections of an MSW clinical class taught by the same instructor were included. Two assignments were used to compare students: an assessment and treatment plan of a fictional case and a digital role-play. A doctoral student who was blinded to the course delivery mechanism graded the role-play. After controlling for baseline differences in age, there were no differences between online and F2F students in skill demonstration. It appears clinical skills can be taught as effectively online as in F2F situations based on blinded review of role-plays.
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Notes on contributors
Dina J. Wilke
Dina J. Wilke is associate professor, Erin King is a doctoral student, Margaret Ashmore is associate teaching professor, and Craig Stanley is Associate Dean for Academic Affairs at Florida State University.
Erin King
Dina J. Wilke is associate professor, Erin King is a doctoral student, Margaret Ashmore is associate teaching professor, and Craig Stanley is Associate Dean for Academic Affairs at Florida State University.
Margaret Ashmore
Dina J. Wilke is associate professor, Erin King is a doctoral student, Margaret Ashmore is associate teaching professor, and Craig Stanley is Associate Dean for Academic Affairs at Florida State University.
Craig Stanley
Dina J. Wilke is associate professor, Erin King is a doctoral student, Margaret Ashmore is associate teaching professor, and Craig Stanley is Associate Dean for Academic Affairs at Florida State University.