1. 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

2. 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 )
Action Research: Results (analysis of feedback from field is covered in slides 8-13)
Implications for Class and Field (Slides 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 )
Discussion

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

4. 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

5. 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.

6. 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

7. 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

8. 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)

9. 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.”

10. 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.”

11. 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.”

12. 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”

13. 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.

14. 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

15. 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

16. 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.

17. 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

18. Discussion

19. References
For more information on Bridging Class and Field, please refer to:

20. THANK YOU Marion.Bogo@utoronto.ca Barbara.Lee@utoronto.ca