A Scoping Review of E-Learning in Occupational Therapy

Abstract

Objective: This study summarizes the characteristics and evidence of E-learning in occupational therapy and highlights areas needing further research.

Methods: A scoping review was conducted using the Arksey and O'Malley framework. We accessed the electronic databases PubMed, CINAHL, Web of Science, SCOPUS, and Education Research Complete to collect literature on E-learning in occupational therapy. Two reviewers independently selected studies according to set inclusion and exclusion criteria. The following data points were collected: Article title, Journal of publication, Study design, Resource utilization, Country of origin, Teaching methodology, Educational contents, Educator, Targeted learners, Outcome, and Research question.

Results: A total of 29 papers met the criteria. This scoping review of E-learning in occupational therapy revealed that a significant number of studies focused on learner outcomes. However, education on occupational therapy expertise was lacking. There was also a paucity of research on international development, cultural exchange, leadership, and management. The methods of education vary from synchronous, asynchronous, face-to-face/non-face-to-face, to blended methods, and it remains unclear which methods are most effective.

Conclusion: For the advancement of E-learning in occupational therapy, it became clear that education related to the expertise of occupational therapy, promotion of international exchange, leadership, and management, and research on pedagogy and educational content according to the target learner's characteristics are imperative.