Marion Bogo, Barbara Lee, & Eileen McKee CASWE – 2016 Bridging Class and Field: Using Simulation to Increase Student Learning for Competence Marion Bogo, Barbara Lee, & Eileen McKee CASWE – 2016

Overview *Post-presentation notes are in parentheses. An Innovation: Using Simulation to Teach, to Assess Learning, and to Bridge to the Field (slides 4-6 are covered in detail in this 13.5 min video by Marion Bogo https://play.library.utoronto.ca/index.php?jbRrmfNib7y5&id=22838&access=public ) Action Research: Results (analysis of feedback from field is covered in slides 8-13) Implications for Class and Field (Slides 14-17 covers communicating results from Semester 1 to Practicum 1. Resources developed include the video link above, as well as Bridging Class and Field – Fact Sheet, found at http://socialwork.utoronto.ca/wp-content/uploads/2014/06/Bridging-Class-and-Field-Fact-Sheet.pdf ) Discussion

Rationale Field Consultations Agency-based field instructors have less time to teach basics Schools need to prepare students with baseline skills

An Innovation Role Play & Simulated Clients DVD Assignment (Role Play & Analysis) OSCE (Interview & Reflection) Learning Group Self-Assessment & Goals & Strategies for Learning Lab Evaluation Summary

Simulation to Teach Use of simulation for intentional teaching. Systematically designed scenarios based on identified competencies and learning objectives/outcomes. Standardized Client: An actor or actress trained to enact the role of a client scenario consistently each time. Instructor links theory/research and practice.

Development of Competencies Bridge to the Field (how do we assist field instructors to build on students’ learnings from semester 1?) Classroom Development of Competencies OSCE Practicum Year 1 Begins

Assess Learning Classroom Education Field Education Self-direction in Professional Learning and Development Learning and Growth   Work Productively with Colleagues Behavior in the Organization Conceptualization of Practice Conceptualizing Practice Develop and Use a Collaborative Relationship Clinical Relationships Conduct an Eco-Systemic Assessment Assessment and Intervention Non-verbal communication Use of interviewing skills Focused and responsive communication Professional Communication

Action Research Developed & Shared Materials for Field Instructors Online Survey to MSW-Year 1 Field Instructors Interview with MSW-Year 1 Field Instructors (n = 18) Results & Implications for Policy and Practice Focus Group with MSW Faculty Field Liaisons (n = 8)

Results: Baseline Competency “foundation” “jumping off point” “a great place to begin” “Usually at the beginning of the placement the student will bring the OSCE report to me. And because I don’t know anything about the student I find it very variable in terms of knowing their strengths, their weaknesses, and areas of improvement for the student. So I will be able to focus more on those areas rather than starting from scratch and assessing myself, so I find it is a very useful tool.”

Results: Pre and Post OSCE Request A field instructor paraphrased a student’s comment: “You’ve seen me at my worst when I had no skills at the beginning of practice, but you don’t see me at the end even of my first year or my second year.”

Results: No… But “It’s not perfect, but it gives you a lot of good information.” “But it’s tricky because it’s not tailored to a population. It’s not tailored to a particular kind of counseling. So, it’s hard to translate completely into what they were going to need to know. But, I’d hate to see them come in with absolutely nothing in their background. At least, it would give them some degree of confidence if they can see people and meet them and have some idea of what to do.”

Results: Relationship Building Information in the LES provided “an opportunity for discussion” “helpful to use some of the feedback and information for asking questions” “using it as a tool to normalize… how great you are to bring in this to talk about things you’re not so proud of”

Summary Generally field instructors and faculty field liaisons found tools useful to gain an initial understanding of students’ competence. Helped build the relationship as a place for open discussion about strengths and areas for development.

Implications Lab Evaluation Summary and Learning Contract were re-organized to harmonize and mirror the field competency language. Procedures developed to disseminate education materials to relevant stakeholders: the lab course instructors the faculty-field liaisons the field instructors the students

New Education Materials Video: Bridging Learning in the Classroom and the Practicum Information Sheets: Bridging Learning in the Classroom and the Practicum Information Sheet Fact Sheet for Faculty-Field Liaisons for Year 1 MSW Students Fact Sheet for Field Instructors and Year 1 MSW Students

Policy and Procedure Development Students directed to initiate discussion of the LES/OSCE; field instructors informed to expect students to initiate discussion. Students and field instructors to incorporate LES recommendations for learning into the student learning contract. Faculty-field liaison to review the contract to confirm inclusion of the LES recommendations. Ongoing collaborative efforts to facilitate student transfer of learning.

Knowledge Dissemination Journal Publications: Bridging Class and Field: Field Instructors’ and Liaisons’ Reaction to Information about Students’ Baseline Performance Derived from Simulation Interviews Field Instructors’ Perceptions of Foundation Year Students’ Readiness to Engage in Field Education Symposium for Field Instructors in Spring 2016

Discussion

References For more information on Bridging Class and Field, please refer to: http://research.socialwork.utoronto.ca/hubhomepage?hub=building_prof_competence https://media.library.utoronto.ca/play.php?jbRrmfNib7y5&id=22838&access=public

THANK YOU Marion.Bogo@utoronto.ca Barbara.Lee@utoronto.ca E.Mckee@utoronto.ca