Bridging Class and Field: Field Instructors’ and Liaisons’ Reactions to Information About Students’ Baseline Performance Derived From Simulated Interviews

Abstract

Always cite the published version, so the author(s) will receive recognition through services that track citation counts, e.g. Scopus. If you need to cite the page number of the author manuscript from TSpace because you cannot access the published version, then cite the TSpace version in addition to the published version using the permanent URI (handle) found on the record page. This article was made openly accessible by U of T Faculty. Please tell us how this access benefits you. Your story matters.BRIDGING CLASS AND FIELD 0 Bridging class and field: Field instructors' and liaisons' reactions to information about students' baseline performance derived from simulated interviews AbstractTo strengthen students' preparation for engaging in field learning, an innovation was implemented to teach and assess foundation year students' performance prior to entering field education. An Objective Structured Clinical Examination (OSCE) informed the final evaluation of students' performance in two companion courses on practice theory and skills. The evaluation was used by field instructors and students to develop the field learning plan. This paper reports on a qualitative study that examined field instructors' and faculty field liaisons' experiences and reactions to using this new approach and its impact in shaping students' field learning goals.Implications for supporting adoption of innovations that strengthen the link between classroom and field teaching are offered, including new institutional policies that resulted from ongoing evaluation.

Simulation in Social Work Education: A Scoping Review

“…Twenty-nine studies (56%) referred to a specific theoretical/conceptual framework or practice model that guided the research and/or teaching using simulation. Commonly cited conceptual frameworks included deliberate practice (Bond et al, 2017; Kourgiantakis, Bogo, & Sewell, 2019; Schreiber & Minarik, 2018), Kolb’s experiential learning theory (Galbraith et al, 2014; Gates & Brown, 2017; Kourgiantakis, Bogo, & Sewell, 2019; Manning et al, 2016; Youngblood, Zinkan, Tofil, & White, 2012), holistic competence (Bogo et al, 2013, 2012, 2011; Bogo, Regehr, Baird, Paterson, & LeBlanc, 2017; Katz et al, 2014; Kourgiantakis, Sewell, & Bogo, 2019; Regehr et al, 2010; Schreiber & Minarik, 2018; Tufford, Bogo, & Asakura, 2015; Tufford, Bogo, & Katz, 2017), and adult learning theories (Greeno, Ting, & Wade, 2016; Mooradian, 2008; Rogers & Welch, 2009). With respect to practice models, motivational interviewing (MI) was noted in five studies (10%).…”

“…In 10 studies (19%), simulation was used to assess generalist competencies (Bogo et al, 2013, 2012, 2011; Carrillo & Thyer, 1994; Katz et al, 2014; Lu et al, 2011; Petracchi, 1999; Petracchi & Collins, 2006; Rawlings, 2012; Tufford et al, 2017). The remaining 12 studies used simulation to assess specialized competencies, including suicide risk assessment (Bogo, Regehr, Baird, Paterson, & LeBlanc, 2017; Regehr et al, 2016), social work practice with LGBQQ populations (Logie et al, 2015), depression (Gellis & Kim, 2017), child neglect (Tufford et al, 2015), practice with children and families (Scourfield et al, 2019), screening of suicide and violence (Sampson et al, 2018), risk assessment in child welfare (LeBlanc et al, 2012), domestic violence in health care (MacDonnell et al, 2016), child maltreatment (Regehr et al, 2010), substance use (Sacco et al, 2017), and children’s services (Wilkins et al, 2018). The OSCE was used in 10 of 22 studies (45%; e.g., Bogo et al, 2012; Gellis & Kim, 2017; Katz et al, 2014; Lu et al, 2011; Sampson et al, 2018; Scourfield et al, 2019; Tufford et al, 2015, 2017).…”

“…The authors of some studies emphasized the importance of developing diverse case scenarios and recruiting diverse actors for simulation activities (Carter et al, 2018; Schreiber & Minarik, 2018). Recruiting and training actors is an important part of simulation activities, and some authors stated that systematic actor training procedures should be established (Badger & MacNeil, 2002; Olson et al, 2015), especially when using simulation for assessments such as OSCEs (Bogo, Lee, McKee, Ramjattan, & Baird, 2017; Sampson et al, 2018). As the costs of hiring actors may be prohibitive for some institutions, some studies identified strategies to reduce such costs by (1) recruiting former students to play simulated clients (Osborne et al, 2016), (2) working with actors who have already been trained (Miller, 2002, 2004), and (3) partnering with theater students/departments to have a mutually beneficial simulation-based learning plan (Dennison, 2011).…”

“…While field education has a critical role in teaching, assessing, and preparing social work students for practice, studies have reported numerous challenges in field education including limited use of best practices in supervising students which is an important part of preparing students for social work practice (Bogo, 2015). Other challenges are linked to inadequate resources within agencies, higher and more complex caseloads for field instructors, and limited time for student supervision (Ayala et al, 2018; Bogo, Lee, McKee, Ramjattan, & Baird, 2017; Gushwa & Harriman, 2019). Pedagogical researchers have also documented that social work students do not have enough direct practice opportunities in the field, seldom observe field instructors’ practice, and rarely have their own practice observed.…”

#SocialWorkSoWhite

“…Research has found that simulationbased learning is effective to develop student competence without harm to the client (Asakura & Bogo, 2021). Others have enacted simulations in order to bridge class knowledge with field education (Bogo et al, 2017). This represents an innovative approach to circumvent the issue of white students harming marginalized communities for the sake of learning.…”