A pedagogic evaluation comparing face to face and online formats of a Multi-Professional Offender Personality Disorder (OPD) Higher Education Training programme

Lamph, Gary orcid iconORCID: 0000-0002-4099-2812, Elliott, Alison orcid iconORCID: 0009-0006-4270-1771, Wheatcroft, Sue, Rayner, Gillian orcid iconORCID: 0000-0001-7293-525X, Gardner, Kathryn Jane orcid iconORCID: 0000-0003-3904-1638, Haslam, Michael orcid iconORCID: 0000-0002-9076-1481, Jones, Emma orcid iconORCID: 0000-0002-2153-2781, Mckeown, Michael orcid iconORCID: 0000-0003-0235-1923, Gibbon, Jane et al (2023) A pedagogic evaluation comparing face to face and online formats of a Multi-Professional Offender Personality Disorder (OPD) Higher Education Training programme. Journal of Forensic Practice . ISSN 2050-8794

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Official URL: https://doi.org/10.1108/JFP-02-2023-0004


Purpose – The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from phase 1 was collected from a face-to-face mode of delivery, and phase 2 data collected from the same programme was from an online mode of delivery due to the Covid-19 pandemic.
Design/methodology/approach – In phase 1 three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019-20 (n=52 student participants). In 2020-2021 (n=66 student participants) training was adapted into a fully online mode of delivery in phase 2. This mixed methods study evaluated participant confidence, and compassion. Pre, post, and six months follow up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1 N=7 students, Phase 2 N=2 students N= 5 Leaders). Data from phase one (face to face) and phase 2 (online) are synthesised for comparison.
Findings –In phase 1 (N=52) Confidence in working with people with personality disorder or associated difficulties improved significantly, whilst compassion did not change. In phase 2 (N=66) these results were replicated, with statistically significant improvements in confidence reported.. Compassion however in phase 2 reduced at six month follow up. Results have been integrated and have assisted in shaping the future of modules to meet learning needs of students.
Originality – This paper provides a comparison of a student evaluated training programme thus providing insights into the impact of delivering a relational focussed training programme in both face to face and online distant learning delivery modes. From this pedagogic research evaluation, we were able to derive unique insights into the outcomes of this programme.
Research Implications – Further research into the impact of different modes of delivery are important for the future of education in a post pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future.
Practical Implications - This comparison provided informed learnings for consideration within the development of non-related educational programmes and hence of use to other educational providers.

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