Exploring the use of asynchronous online discussion in health care education: A literature review

• Published in: Computers and education Vol. 69; pp. 199 - 215
• Main Author: Thomas, Jenny
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.11.2013
• Subjects: Critical thinking; Discussion boards; Health professionals; Interactive learning environments; Online learning; Discussion boards; Interactive learning environments; Health professionals; Online learning; Critical thinking
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2013.07.005

This paper highlights the different options associated with asynchronous online discussion (AOD) use in health care education which may have an impact on their effectiveness. The review was carried out following a search of specific databases, websites, key journals, references and key authors. All studies published between 2006 and 2012 that met specific inclusion/exclusion criteria were subject to quality appraisal. Fourteen studies met the quality appraisal criteria: six qualitative, four quasi-experimental, one observational and three mixed methods. Data extraction coupled with narrative synthesis enabled the description of options that emerged and exploration of the relationships within and between studies. Study design as well as methodological quality was mixed. However, several useful factors emerged which may impact on effectiveness. These include (a) the mode of e-moderation (b) provision of AOD for participants in the clinical setting to critically reflect, analyse and resolve clinical issues and (c) increased amount of time spent reading the AOD (but not the number of discussion ‘hits’). Research in this area appears to be in its infancy and one of the main recommendations is that further studies are required which focus on comparing the same type of AOD with and without a specific intervention in order to make any robust conclusions. •More research needed comparing online discussion with and without an intervention.•Online discussion may help students learn from experience when in clinical practice.•Factors such as group size, length of time and framework used may affect learning.•Factors such as peer moderation and use of clinical scenarios may affect learning.