Enhancing MSW Field Education Using Rapid Cycle Quality Improvement: Feasibility and Acceptability of an Online Weekly Feedback Tool and Process

Autor/inn/en	Liechty, Janet M.; Parker, Vanessa L.; Keck, Anna-Sigrid
Titel	Enhancing MSW Field Education Using Rapid Cycle Quality Improvement: Feasibility and Acceptability of an Online Weekly Feedback Tool and Process
Quelle	In: Journal of Teaching in Social Work, 42 (2022) 4, S.316-334 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2022.2111019
Schlagwörter	Masters Programs; Social Work; Field Experience Programs; Clinical Experience; Graduate Students; Educational Quality; Educational Improvement; Educational Assessment; Quality Control; Curriculum Development; Internship Programs; Student Educational Objectives; Student Improvement + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Soziale Arbeit; Praxisnahes Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Education; assessment; Bewertungssystem; Qualitätskontrolle; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Berufspraktische Ausbildung
Abstract	Rapid Cycle Quality Improvement (RCQI) is often required for behavioral health work force training and evaluation projects supported by the U.S. Health Resources and Services Administration (HRSA). The RCQI process is well established within healthcare but under-utilized in academia to improve teaching and learning. We created and piloted the Friday Feedback (FF) survey tool as part of a HRSA funded training program for weekly completion by MSW interns. Across two semesters of full-time field education, a cohort of 15 MSW students completed 281 weekly FF surveys. Students reported activities such as number of patients seen, observations about integration of behavioral and physical health, patient successes and challenges, and time spent working on interdisciplinary teams. Cumulatively, students reported working with 2,425 patients/clients and in frequent close collaboration with other health professions. A review team comprised of faculty and staff met weekly to discuss students' FF data and create response plans to promote student learning. The RCQI process was feasible and acceptable to students and the team. It created a feedback loop to improve students' field experiences, enhanced the curriculum, and enabled effective monitoring and rapid response from team to students. Benefits and challenges of this RCQI approach to enhance field education along with lessons learned for wider adoption are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01