Practice Makes Perfect : MSW Students Reflect on Skill-Based Teaching Methods in Clinical Social Work Education
In the current focus-group study, we consider student experiences with and perceptions of teaching methods that involve practice observation, demonstration, and performance assessment and feedback (i.e., skill-based teaching methods). Focus groups included masters of social work students (N = 40) fr...
| Veröffentlicht in: | Journal of social work education. - 1998. - 59(2023), 4 vom: 05., Seite 991-1005 |
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| Format: | Online-Aufsatz |
| Sprache: | English |
| Veröffentlicht: |
2023
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| Zugriff auf das übergeordnete Werk: | Journal of social work education |
| Schlagworte: | Journal Article Clinical training Experiential learning Field education Qualitative Role play Simulation Social work education |
| Zusammenfassung: | In the current focus-group study, we consider student experiences with and perceptions of teaching methods that involve practice observation, demonstration, and performance assessment and feedback (i.e., skill-based teaching methods). Focus groups included masters of social work students (N = 40) from six universities in the United States. Students were, on average, 34 years of age (range 21 to 58) with 75% female, 20% male, and two non-binary students. Students identified as White (50%), Latinx/Latine (20%), Black (12.5%), and multi-racial (12.2%). A framework-guided content analysis was used, and revealed four broad themes: 1) classroom-based opportunities for practice observation and feedback, 2) field-based opportunities for practice observation and feedback, 3) other methods such as standardized patient simulations and computer simulations, and 4) attitudes about these methods. Experiences with these methods were quite diverse with classroom-based role plays being the most common. Attitudes were generally positive, though lack of authenticity and performance anxiety were perceived as drawbacks. Student reflections on their experiences yielded several teaching recommendations specific to preparation, the nature of the simulated client role, and feedback |
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| Beschreibung: | Date Revised 02.01.2024 published: Print-Electronic Citation Status PubMed-not-MEDLINE |
| ISSN: | 1043-7797 |
| DOI: | 10.1080/10437797.2022.2103605 |