Using Clinical Simulation to Assess MSW Students' Engagement Skills

Autor/inn/en	Sacristan, Dolly; Martinez, Colleen D.
Titel	Using Clinical Simulation to Assess MSW Students' Engagement Skills
Quelle	In: Journal of Teaching in Social Work, 43 (2023) 2, S.155-174 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sacristan, Dolly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2023.2169434
Schlagwörter	Graduate Students; Counselor Training; Masters Programs; Clinical Experience; Social Work; Simulation; Teaching Methods; Scores; Comparative Analysis; Interrater Reliability; Peer Evaluation; Barriers; Self Evaluation (Individuals); Counselor Educators; Teacher Student Relationship; Correlation; Student Evaluation; Role Playing; Empathy; Counselor Client Relationship; Questioning Techniques + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Soziale Arbeit; Simulation program; Simulationsprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Interrater-Reliabilität; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Schulnote; Studentische Bewertung; Rollenspiel; Empathie; Befragungstechnik; Fragetechnik
Abstract	Social work educators are compelled to use reliable and valid methods to assess student learning outcomes. This study adapted a clinical simulation by integrating traditional role-play of case scenarios and elements of the Objective Structured Clinical Examination, which is often used to assess students' practice skills. Master of Social Work (MSW) students' engagement skills were assessed at the end of the first semester of their foundation year using the clinical simulation. Participants were first-year MSW students from two theory and practice courses. The study demonstrated the value of using a clinical simulation in practice courses to assess engagement skills. Correlations of self, peer, and instructor performance scores were compared and interrater reliability was assessed. Peers rated their classmates' performance the highest, and some peer ratings were negatively correlated with instructor ratings. There was higher correspondence in self- and instructor ratings in some skills and poor correspondence in others. Peers tended to rate their classmates' performance as showing intermediate proficiency, while self- and instructor ratings of engagement skills indicated basic proficiency. Overall, there was poor interrater reliability. Challenges relating to the implementation of a clinical simulation and its implications for social work education are examined. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01