A Collaborative Team Teaching Model for a MSW Capstone Course

Abstract

This exploratory study was embedded in a formative process for the purposes of improving content delivery to an evidence-based practice class, and improving students' performance on a comprehensive exam. A learning and teaching model was utilized by faculty from a three-university collaborative graduate social work program to examine the extent to which course texts and assignments explicitly supported the process, application, and evaluation of evidence-based practices. The model was grounded in a collaborative culture, allowing each faculty to share their collective skills and knowledge across a range of practice settings as they revised the course curriculum. As a result, faculty found they had created a unique community that allowed a wider context for learning and professional development that translated into the classroom. Students enrolled in the revised course across all three universities showed improvement on the comprehensive exam. When faculty themselves invest in collaborative learning and teaching, students benefit.

Students’ view on supportive co-teaching in medical sciences: a systematic review

“…▪ Second-year students indicated that they better recognized relevance of bioscience to nursing. 8 Moore RM, Darby KH, Blake ME 2016 Journal of Evidence-Informed Social Work [ 26 ] Social work Capstone course Master of science Exploratory study-Survey ▪ The more a student embraced the course content, the more confident he/she became in preparing for the comprehensive exam. ▪ All involved (faculty and students) discovered a real sense of empowerment.…”

“…Moore et al [ 26 ] offered an EBP course for master students of social workers for three universities, with a revised curriculum based on the collaboration of faculty members of the universities. The students’ rate of failure in the comprehensive exam in comparison to the last 3 years decreased significantly.…”

“…Scott et al [ 20 ] and Moore [ 26 ], reported that integrated teaching led by SCT can meet the future professional expectations of learners, where they have to employ and practice the skills they learn simultaneously and in an integrated way. Indeed, SCT can prepare students for the real life situations, reflecting collaborative culture and integrated learning environment.…”

Practice on the Grouping Micro-Video Competition Teaching Mode in Large-Class Biochemistry Course

“…Team-based learning is conducive to the cultivation of students' independent learning, cooperation and mutual coordination. Micro-video production is conducive to the cultivation of students' hands-on ability and innovative spirit, while competition can stimulate students' interest and fight in learning and improve learning efficiency [4,5,[8][9][10][11][12] . The main evaluation is to set up the main situation for the judgment, which makes the students have to meet the needs of the knowledge and ability preparation as the judgers through independent learning before the evaluation on others and learn imperceptibly in the process of evaluation of others [13,14] .…”