Today's interview focuses on how simulation tin survive used to instruct holistic competence. They talked most how inward the belatedly 2000s, they recognized that in that place were several problems alongside the existing model of teaching students practise skills. Their solution was to imitate real-world problems thence that students could practise specific skills, acquire feedback, too improve their practice. In today's episode, Marion too Toula item the steps necessary for creating simulations, how they involved acre supervisors inward the evolution of customer simulations, the iterative nature of improving the simulations over time, too an innovative approach to assist students larn cognition too skills through practise too feedback they telephone telephone "Practice Friday".
Download MP3 [29:24]
How to exercise simulation to instruct holistic competence
- Simulation tin survive used inward generalist too inward specialized practise courses
- Determine if simulation is beingness used to instruct and/or assess
- Consistent alongside the course of instruction learning outcomes for students, develop/identify a few generalist or specialized competencies yous would similar students to develop too and thence a) position what the students would demand to know to develop that competence, every bit good every bit b) what they volition demand to demonstrate to exhibit that they are developing that competence
- Map competencies on to a scenario
- Write a vignette (consult alongside practitioners who run inward this area)
- Determine simulation construction too format
- Develop formative and/or summative assessment instruments that may define the competencies inward to a greater extent than fine-tuned language
- Involve acre instructors
- Train actor(s)
- Implement simulation – multifariousness of ways
- Add a reflection to capture students’ cognitive too affective reactions
- Evaluate simulation
Transcript
[Intro music]Jonathan Singer: Hello too welcome! You’ve establish the Social Work Podcast. My elevate is Jonathan Singer too I’ll survive your host every bit nosotros explore all things social work.
Introduction
Jonathan Singer: Hey in that place podcast listeners, Jonathan here! Today’s episode of the Social Work Podcast is an interview alongside Marion Bogo too Toula Kourgiantakis from the University of Toronto Factor-Inwentash Faculty of Social Work. We’re talking most i of the most innovative ways to assist social run students larn practise skills. It’s called “simulation” too it’s something that a lot of disciplines conduct hold been doing for a long fourth dimension too that social run is but catching upward on.
Today’s interview focuses on how simulation tin survive used to instruct holistic competence. Marion too Toula beak most how inward the belatedly 2000s they recognized that in that place were several problems alongside the existing models of teaching students practise skills which focus to a greater extent than often than non on acre supervisors teaching too assessing too providing feedback. And piece they’re goodness intentions, often times it seems similar it doesn’t run thence well. So what they did—their solution—was to imitate existent globe problems thence that students could practise specific skills, acquire feedback too improve their practice. Marion too Toula item the steps necessary for creating simulations, how they involved acre supervisors inward the evolution of customer simulations too the iterative nature of improving the simulations over time. They also beak most an innovative approach to assist students larn cognition too skills through practise too feedback that they telephone telephone “Practice Fridays.”
Now, long fourth dimension listeners of the podcast powerfulness scream upward Marion from episode 94. She too I along alongside Mary Rawlings spoke most using simulation every bit purpose of standardized clinical examinations, which is called OSCE. But today we’re expanding that thence that it’s non but most examinations, but most simulation every bit a teaching tool inward too of itself. Marion is—well she’s most every bit distinguished a faculty fellow member every bit I could ever promise to conduct hold on the podcast. Not only is she the recipient of excellence awards from her university, the social run profession, but Canada. That’s right, the county of Canada recognized her outstanding achievements, dedication to the community too service to the land yesteryear awarding her the Order of Canada inward 2014. Now, Toula is also an award-winning educator too scholar inward her ain correct too she serves every bit the simulation educator at the Factor-Inwentash Faculty of Social Work. And if yous desire to larn to a greater extent than most Marion or Toula, their publications too amazing accomplishments, delight cheque out their faculty bios. The links are on the Social Work Podcast website.
Now if you’re interested inward learning to a greater extent than most simulation too the Objective Structured Clinical Examination that Marion talks most episode 94, yous tin cheque out Marion’s co-author text published yesteryear the Council on Social Work Education called Using Simulation inward Assessment inward Teaching: OSCE Adapted for Social Work.
Now, i complaint most today’s episode. Marion too Toula are speaking straight to social run faculty. Students volition appreciate getting an within peek at i approach to teaching practise skills too measure competence, but the original audience is faculty. And I’m pointing this out, non thence that yous plow off the episode now, but because it’s a piddling unlike than my typical episodes which focus to a greater extent than often than non on students too practitioners. If you’re a educatee inward field, if you’re a acre supervisor too definitely if you’re a faculty member, this episode is total of peachy insight into how to instruct practise skills too evaluate competencies.
And now, without farther ado, on to episode 120 of the Social Work Podcast, Using Simulation to Teach Holistic Competence: An Interview alongside Marion Bogo too Toula Kourgiantakis.
Interview
[04:42]
Jonathan Singer: Alright thence Marion too Toula, give cheers yous thence much for beingness hither on the Social Work Podcast too talking alongside us most simulation. Why is simulation a goodness thing for social run educators to produce when it comes to teaching competence inward practice?
Marion Bogo: Well every bit yous know, social run practise competencies historically conduct hold been taught primarily if non entirely inward the acre too nosotros know from a lot of enquiry that this presents a lot of challenges because agencies too acre instructors are rattling express currently inward their powerfulness to offering extensive acre instruction that involves the actual direct observation of students inward their practise performance. Often acre educational activity is most conceptualizing customer situations too planning interventions too and thence reflecting on whether or non the interventions were effective. But inward the absence of observation we’re genuinely teaching based on students’ recollection too study of what has been transpiring betwixt themselves too the client. With simulation yous genuinely tin uncovering too regard the student’s performance.
There was also a rattling of import acre summit sponsored yesteryear the Council on Social Work Education held inward 2014 too i of the potent recommendations that came out of that was that schools of social run demand to render students alongside baseline, inwardness foundation skills thence that when they engage inward acre practicum learning they’re ameliorate able to exercise those skills too acre instructors too thence don’t conduct hold to instruct them. I, alongside my colleague Mary Rawlings at Azusa Pacific University, began to experiment alongside using simulation to assess competence using the OSCE. We conduct hold many materials most that, but too thence alongside my colleagues at the University of Toronto nosotros began to move to a greater extent than interested inward teaching using simulation. And thence we’ve used a similar format to blueprint the simulations that we’re producing that we’re offering for students, a format similar to that used inward the OSCE too described inward our mass on using simulation too assessment.
[07:32]
Jonathan Singer: You know Marion, when yous beak most the educatee reports versus observing their practise behaviors, it reminds me of the procedure recording assignment which is for the classic acre assignment. It’s the classic way the folks inward the classroom are able to regard what’s going on. But, but that’s non seeing what’s going on. We think most it every bit seeing what’s going on, but it’s genuinely but reading the student’s recollection of what happened too that’s rattling different. For those of us who sort of came upward through that model, how is it that yous tin genuinely exercise simulation to instruct competence? What are the things that yous genuinely do?
Toula Kourgiantakis: So nosotros conduct hold identified alongside the run that we’ve been doing over the final number of years many steps that instructors, educators tin follow to survive able to instruct holistic competence using simulation-based learning. It is genuinely ideal when yous tin come upward up alongside some consensus across your schoolhouse of social run inward price of how it’s going to survive used too integrated into the curriculum, but if yous are starting modest too using it inward a classroom the starting fourth dimension thing to create upward one's hear is the competencies that yous are trying to position whether those are generalist or specialized competencies too consequently whether you’re using it inward a generalist course of instruction or inward a specialized practise course. It is of import to also know whether you’re using simulation to instruct the competencies or whether you’re using simulation to instruct too assess the competencies. That’s also an of import nuance to brand because it volition require yous to move a piddling flake farther if yous are assessing inward price of what you’re going to survive using.
In price of the teaching, what’s genuinely of import that instructors produce is that they are trying to map the competencies on to a scenario. We oft volition consult alongside the acre too alongside acre instructors to regard when nosotros are doing the scenarios that nosotros are using scenarios that genuinely produce represent alongside what’s happening inward the field. And nosotros conduct hold acre instructors who volition advise us on the vignettes that we’re writing, on the competencies that nosotros are trying to run on too laissez passer on us their practise wisdom on our competencies too our vignettes that nosotros are working with.
So our adjacent footstep later nosotros conduct hold tried to map the competencies on to a scenario is to genuinely write a detailed vignette that nosotros tin run alongside that genuinely does capture the areas that nosotros would similar to conduct hold the students run towards. After we’ve developed the vignette nosotros endeavor to think most what the simulation construction too format volition be. How many students volition survive interviewing? How many students volition survive giving feedback to their peers? When volition the faculty fellow member or educator laissez passer on feedback? Is in that place whatever involvement from anyone external, such every bit acre instructors? Will the students survive completing whatever type of reflections? Will the students survive completing anything else at whatever signal during the simulation? How long volition their simulation accept position for, their actual interview? So in that place are a lot of unlike things inward price of the actual format too the modality that are genuinely of import to think most too to conduct hold that well-planned earlier yous genuinely implement the simulation.
[11:00]
Jonathan Singer: So permit me but brand sure I’m getting all of this. So the starting fourth dimension thing is this competencies, too when you’re talking most the competencies you’re talking most the EPAS competencies, right? The things the Council on Social Work Education says that all accredited schools of social run conduct hold to survive assessing. And it sounds similar this procedure of having schools grip on practise behaviors too and thence interviewing the field… it sounds similar it would survive a peachy exercise to produce anyway. And too thence yous but talked most figuring out who had to survive involved inward the simulation. Can yous beak a piddling flake to a greater extent than most that, because it sounds similar it varies based on the scenario, is that true?
Toula Kourgiantakis: Well if you’re doing it inward the classroom for certain it is the faculty fellow member too your students starting fourth dimension too foremost. But inward the classroom it is also possible to collaborate alongside acre instructors, too it could survive collaboration where they are but sharing their expertise alongside regards to the actual scenario too giving yous some information inward price of whether or non those are practise issues that they powerfulness regard inward their setting. But in that place are also some educational enhancements that we’ve been experimenting alongside where acre instructors are involved to a greater extent than directly. So non only produce they portion their expertise earlier the simulation too also debrief alongside us later the simulation, but they genuinely attend our simulation activities every bit good too they portion their feedback to students alongside regards to the practise behaviors that the students are demonstrating. Or non demonstrating.
[12:36]
Jonathan Singer: So yous conduct hold students going through this scenario, too there’s a simulation based on this scenario. And thence how produce yous know… if they’re getting it? Like, how produce you—how are yous able to evaluate this?
Toula Kourgiantakis: So that’s a peachy question, too that’s where it is genuinely of import to ensure that yous conduct hold clearly identified competencies that yous conduct hold mapped on to a matrix. And that’s how nosotros start out our competencies, is yous accept the to a greater extent than abstract EPAS competencies too yous genuinely pause them downwards into skills, knowledge, practise behaviors, ethics, values, all of the things that nosotros would genuinely survive able to regard too that the teacher has provided teaching around too prepared the students for on the twenty-four lx minutes menstruum of the actual simulation. So none of this should survive completely novel for the students, in that place should survive some preparation for this.
And too thence later yous conduct hold prepared the matrix—the competency matrix—you too thence fix instruments for teaching resources that yous tin genuinely exercise on the twenty-four lx minutes menstruum of your simulation too also next your simulation if necessary. Both the teacher tin exercise these instruments too the students or anyone else who is participating inward the simulation tin also exercise these instruments. And those tin include your vignette—which purpose of the vignette are yous going to laissez passer on the students? Are yous going to conduct hold a piddling summary of your customer coming inward at intake that yous powerfulness acquire if yous were at an way anyway? Are yous going to conduct hold some sort of feedback form? Feedback form, nosotros telephone telephone an unstandardized type of questionnaire that yous powerfulness develop which is genuinely straight linked alongside your competency matrix that lists some of the competencies that yous genuinely desire students to demonstrate too that feedback cast tin survive used both yesteryear the faculty member, the instructor, every bit good every bit peers or students who are evaluating each other during the simulation too this nosotros conduct hold establish is a genuinely effective way for students who are non straight engaged inward the simulation—so those who are observing—to genuinely move to a greater extent than actively engaged too to also develop learning of the competencies at a unlike level. So they’re vicariously learning, they’re sitting too watching their peers, too because they produce conduct hold a cast that they demand to consummate those students genuinely conduct hold to position the competencies, they demand to laissez passer on yous an illustration of what the competency looked similar when their peer used it, or did non exercise it, they demand to position what some of the challenges were inward the interview, how those challenges may conduct hold been mitigated, um… those are some of the ways yous tin genuinely stair out what the students are learning too what they’re non learning.
And something else that nosotros produce inward add-on to the fact that the students are genuinely writing their feedback, nosotros genuinely inquire them for oral feedback too everyone has to laissez passer on oral feedback. Not at the same time, but they produce conduct hold designated moments where they demand to laissez passer on feedback to their peers. And at the rattling cease of the simulation all of the students demand to consummate some sort of reflection questionnaire. So they produce demand to reverberate on the practise that they were engaged in. And they also demand to reverberate on the practise that they observed inward their peers too they demand to beak most that inward their reflection questionnaire which i time to a greater extent than has structured questions that are tied to the competencies too the objectives of the actual simulation itself. The reflection questionnaire also captures some genuinely of import areas related to cognitive too affective reactions too that’s purpose of what nosotros would say is i of the dimensions that permits students to genuinely run on to a greater extent than of their metacompetencies rather than but working on procedural competencies. So procedural competencies beingness to a greater extent than thence the technical skills, what nosotros see, rather than, yous know, pay attending also to the areas that nosotros don’t see, thence things similar self-awareness, their powerfulness to genuinely deal their ain emotions, their ain professional person judgment inward a situation. Those all influence practise demeanor too those are things that are much to a greater extent than hard for an teacher to measure, but having a reflection questionnaire too guidance throughout the entire simulation permits students to genuinely move to a greater extent than aware of those processes too for instructors every bit good to know what’s going alongside students when they are engaging inward faux practice.
[17:03]
Jonathan Singer: I genuinely similar how yous conduct hold observers too participants learning at the same time. Um, I think that’s i of the biggest challenges of whatever preparation is how produce yous non arrive one-sided, too it sounds similar yous genuinely thought through that. I tin imagine that this is an iterative process, similar the starting fourth dimension time yous exercise a scenario or yous acquire feedback too and thence yous conduct hold to—you’re like, “oh nosotros could conduct hold done it this way.” Is that purpose of the process?
Toula Kourgiantakis: Absolutely. And this run has been at to the lowest degree 10 years inward progress alongside my colleagues at the University of Toronto, but for the final twosome of years we’ve also been experimenting alongside novel projects related to simulation too we’ve been tweaking them every bit nosotros move along. So that is genuinely an of import stage inward the procedure that nosotros would highly recommend, is that, number one, schools that experience similar they powerfulness non survive quite create to move from null to 10, yous don’t conduct hold to move from null to 10. You tin genuinely start quite small. And i time yous produce implement i piddling projection yous volition definitely acquire a ameliorate thought of what plant too what doesn’t—and collect information from your students. It doesn’t conduct hold to survive a enquiry study per se. Anything that you’re collecting that students are giving yous feedback on, what they’re learning, how they’re learning, volition laissez passer on yous to a greater extent than information most what yous tin tweak. And yous tin also endeavor too collect some information from a enquiry assistant that powerfulness survive helping you, if yous conduct hold whatever doctoral students that powerfulness survive working on the project, if yous conduct hold whatever acre instructors that are able to expect over your materials too laissez passer on yous a feel of what they powerfulness produce differently. Or what—what… how it resembles or not, what’s happening inward the field. That tin also survive genuinely valuable information to influence the adjacent stage of the project.
[18:58]
Jonathan Singer: So this 10 yr long process, it sounds similar you’ve been evaluating it, you’ve been doing some enquiry on it. What sort of things conduct hold yous done too what conduct hold yous found?
Marion Bogo: About 10 years agone at the University of Toronto alongside my colleague Cheryl Regehr nosotros began to endeavor to unpack the notion of competence. And this predated EPAS. We interviewed acre instructors inward peachy depth to endeavor to empathize what were the internal constructs that they were using to assess students along a continuum from fantabulous students to pitiable students. And what emerged from these long, intensive interviews was a stance of competence that included higher lodge abilities of a conceptual too affective nature that nosotros called “metacompetencies” that intricately affected the functioning of what nosotros conduct hold called “procedural competencies.” We too thence took that conceptualization too started to attempt out it through our OSCE enquiry programme too what emerged was a stance of holistic competence that involved knowledge, values, skills too the cognitive too affective processes that students engage inward to use, or non use, knowledge, values too skills inward their complex practise behaviors within customer situations. So this stance of holistic competence to a large extent was adopted inward EPAS 2015 too nosotros too thence began to comport enquiry to attempt out out whether that model was robust plenty to survive used across generalist too specialist social run practise areas. One of the commutation studies nosotros did was a study on what nosotros conduct hold called Practice Fridays.
Toula Kourgiantakis: So I volition tell yous a piddling flake most what Practice Fridays is. Practice Fridays is an educational enhancement that emerged most 2 years agone at the University of Toronto, too what nosotros were hoping to endeavor out is genuinely but providing an extra chance for our students to practise exterior of the classroom. And what nosotros establish is that the to a greater extent than that nosotros were experimenting alongside Practice Fridays the to a greater extent than that nosotros got to a greater extent than ideas on how nosotros could modify Practice Fridays, how nosotros could add together additional Practice Fridays to maintain supplementing educatee learning.
So, Practice Fridays is a voluntary educational enhancement. Students tin come. What nosotros uncovering is that most students produce come upward fifty-fifty if they don’t conduct hold to come. We produce target—we started it alongside but Year 1 students. Foundational competencies were beingness addressed, largely. And at nowadays nosotros produce offering it to Year 1 too Year 2 students. For Year 1 students, again, but generalist competencies that are beingness worked on, too for Year 2 students it’s to a greater extent than specialized. So for illustration nosotros conduct hold a Practice Fri that is genuinely addressing doing mental wellness assessment including a suicide conduct chances assessment.
So what nosotros did is because Practice Fridays was new, nosotros genuinely wanted to acquire a ameliorate feel of what students are learning at Practice Fridays too inward simulation inward full general because our Practice Fri construction resembles rattling much what nosotros produce inward a lot of our simulations inward the classroom. And thence nosotros did inquire our students who participated inward the Practice Fridays inward 2015, what are they learning? And too thence nosotros also asked them how are they learning at Practice Fridays. And what nosotros learned was genuinely interesting. So students told us that what they were learning was… sort of roughshod into a few unlike dimensions. Students described that they were learning—that they were acquiring to a greater extent than cognition most social run practise too they were also acquiring cognition most unlike social run concepts, unlike social run concerns that powerfulness survive happening, unlike things most clients too customer issues that they powerfulness survive dealing with. Students described that they were learning most social run practise skills, what they expect like, what they experience similar when they’re trying them out. Students also talked most learning most themselves. They talked most an increment inward self-awareness later doing Practice Fridays. They talked most beingness ameliorate able to deal their ain emotions. They talked most having increased professional person judgment too also beingness able to brand decisions inward a way that felt… that felt that it represent alongside whatever it was that nosotros were teaching them. What nosotros saw is that what they were describing inward fact represent rattling much alongside the Holistic Competence Model that my colleague but described, which talked about—which covers procedural too metacompetencies. So students genuinely described that they were learning most all 4 dimensions most the Holistic Competence Model.
And what nosotros establish genuinely interesting was that when the students talked to us most what they were learning, they were also talking most how they were learning. And that’s what nosotros also establish was genuinely relevant because non only did it highlight the of import things that nosotros demand to maintain inward hear inward price of what students larn but also how nosotros tin instruct them. So students did tell us that they were learning through 3 of import processes. First, they were learning yesteryear the fact that they were genuinely engaged inward practice, but it wasn’t but the practise itself that was improving their learning, it was the fact that their practise was beingness observed. And it was non but the fact that their practise was beingness observed, but it was the fact that their practise was beingness observed too they were receiving focused feedback on the practise that was beingness observed. They were also observing their peers practise too they were also hearing focused feedback on their peers practise that was happening during the simulation. This was genuinely relevant because nosotros saw that the 2 were quite connected, too nosotros also saw that the tertiary procedure was also genuinely connected to this which was students described having… that they also learned through having a lot of reflection. And non only was in that place reflection, but it was guided reflection. So getting focused feedback permitted them to ameliorate understand, to reverberate to a greater extent than on some of the issues that they were engaging alongside inward their simulation. It permitted them to reverberate on their ain affective too cognitive processes, their ain assumptions, their ain biases. It permitted them to reverberate on some of the things that they saw when they saw their peers inward practice. It also permitted them to genuinely connect theory too practise to acquire a ameliorate feel of how theory looked when yous genuinely regard practise demonstrated inward front end of them.
So these results showed us that students were learning most all unlike areas of the Holistic Competence Model, but it also showed us that inward lodge to instruct holistic competence nosotros genuinely demand to exercise holistic competence teaching methods. And observed practice, focused feedback, guided reflection were 3 of import processes that are teaching methods that nosotros could be—that nosotros demand to use, but also demand to maintain inward hear that these 3 processes are genuinely interactive too interrelated, too thence they genuinely produce inform i another.
[26:46]
Jonathan Singer: Well, thence Marion too Toula, this has been but a fabulous summary, intelligence of simulation. I dearest how yous had the—here’s the issue, too here’s how nosotros address it, hither are the steps for creating a simulation, here’s some enquiry that we’ve done. And there’s this Practice Fri which is—sounds similar a rattling cool way of students to come upward inward too heighten their skills, but also is a way for yous to acquire feedback on what was working inward price of teaching too that’s all great.
Now, it could survive that somebody’s listening to this too I desire to a greater extent than information. Like, this was a prissy taste, but how produce I acquire to a greater extent than information, thence what are some references or resources for folks?
Marion Bogo: The major reference is the mass published yesteryear CSWE: Using Simulation inward Teaching too Assessing Social Work Competence. In the mass nosotros lay out all the steps to developing scenarios, developing instruments, too nosotros also conduct hold a number of well-developed illustration scenarios or vignettes that tin survive used inward a simulation. We also conduct hold conducted a lot of enquiry on this too the papers are all listed on our website too volition survive listed every bit purpose of the podcast series.
It’s been a rattling exciting adventure for us of teaching inward this way too nosotros would urge colleagues to endeavor it out. As Toula said, yous tin start small. And think seriously most developing an educational activity enquiry element if you’re going to maintain to exercise simulation inward teaching.
[28:37]
Jonathan Singer: Well that’s awesome. Ok so, Marion, give cheers yous thence much for beingness hither i time to a greater extent than on the podcast. I genuinely appreciate it.
Marion Bogo: Thank yous Jonathan! My pleasure.
Jonathan Singer: And Toula it was prissy to hear from you, regard yous too conduct hold yous on the podcast every bit well.
Toula Kourgiantakis: Thank yous rattling much.
[Outro music]
Jonathan Singer: I’m Jonathan Singer too cheers for beingness alongside me today for some other episode of the Social Work Podcast. If yous missed an episode, or conduct hold suggestions for futurity episodes, delight see SocialWorkPodcast.com. If you’d similar to back upward the podcast, delight see our online shop at cafepress.com/swpodcast. To all the social workers out there, maintain upward the goodness work! We’ll regard yous adjacent fourth dimension at the Social Work Podcast.
END
Transcription generously donated yesteryear David Viitala, 2018 MSW graduate of the University of Toronto.
APA (6th ed) citation for this podcast:
Singer, J. B. (Producer). (2018, May 9). #120 - Using simulation to instruct holistic competence: Interview alongside Marion Bogo too Toula Kourgiantakis [Audio Podcast]. Social Work Podcast. Retrieved from /search?q=OSCE
[11:00]
Jonathan Singer: So permit me but brand sure I’m getting all of this. So the starting fourth dimension thing is this competencies, too when you’re talking most the competencies you’re talking most the EPAS competencies, right? The things the Council on Social Work Education says that all accredited schools of social run conduct hold to survive assessing. And it sounds similar this procedure of having schools grip on practise behaviors too and thence interviewing the field… it sounds similar it would survive a peachy exercise to produce anyway. And too thence yous but talked most figuring out who had to survive involved inward the simulation. Can yous beak a piddling flake to a greater extent than most that, because it sounds similar it varies based on the scenario, is that true?
Toula Kourgiantakis: Well if you’re doing it inward the classroom for certain it is the faculty fellow member too your students starting fourth dimension too foremost. But inward the classroom it is also possible to collaborate alongside acre instructors, too it could survive collaboration where they are but sharing their expertise alongside regards to the actual scenario too giving yous some information inward price of whether or non those are practise issues that they powerfulness regard inward their setting. But in that place are also some educational enhancements that we’ve been experimenting alongside where acre instructors are involved to a greater extent than directly. So non only produce they portion their expertise earlier the simulation too also debrief alongside us later the simulation, but they genuinely attend our simulation activities every bit good too they portion their feedback to students alongside regards to the practise behaviors that the students are demonstrating. Or non demonstrating.
[12:36]
Jonathan Singer: So yous conduct hold students going through this scenario, too there’s a simulation based on this scenario. And thence how produce yous know… if they’re getting it? Like, how produce you—how are yous able to evaluate this?
Toula Kourgiantakis: So that’s a peachy question, too that’s where it is genuinely of import to ensure that yous conduct hold clearly identified competencies that yous conduct hold mapped on to a matrix. And that’s how nosotros start out our competencies, is yous accept the to a greater extent than abstract EPAS competencies too yous genuinely pause them downwards into skills, knowledge, practise behaviors, ethics, values, all of the things that nosotros would genuinely survive able to regard too that the teacher has provided teaching around too prepared the students for on the twenty-four lx minutes menstruum of the actual simulation. So none of this should survive completely novel for the students, in that place should survive some preparation for this.
And too thence later yous conduct hold prepared the matrix—the competency matrix—you too thence fix instruments for teaching resources that yous tin genuinely exercise on the twenty-four lx minutes menstruum of your simulation too also next your simulation if necessary. Both the teacher tin exercise these instruments too the students or anyone else who is participating inward the simulation tin also exercise these instruments. And those tin include your vignette—which purpose of the vignette are yous going to laissez passer on the students? Are yous going to conduct hold a piddling summary of your customer coming inward at intake that yous powerfulness acquire if yous were at an way anyway? Are yous going to conduct hold some sort of feedback form? Feedback form, nosotros telephone telephone an unstandardized type of questionnaire that yous powerfulness develop which is genuinely straight linked alongside your competency matrix that lists some of the competencies that yous genuinely desire students to demonstrate too that feedback cast tin survive used both yesteryear the faculty member, the instructor, every bit good every bit peers or students who are evaluating each other during the simulation too this nosotros conduct hold establish is a genuinely effective way for students who are non straight engaged inward the simulation—so those who are observing—to genuinely move to a greater extent than actively engaged too to also develop learning of the competencies at a unlike level. So they’re vicariously learning, they’re sitting too watching their peers, too because they produce conduct hold a cast that they demand to consummate those students genuinely conduct hold to position the competencies, they demand to laissez passer on yous an illustration of what the competency looked similar when their peer used it, or did non exercise it, they demand to position what some of the challenges were inward the interview, how those challenges may conduct hold been mitigated, um… those are some of the ways yous tin genuinely stair out what the students are learning too what they’re non learning.
And something else that nosotros produce inward add-on to the fact that the students are genuinely writing their feedback, nosotros genuinely inquire them for oral feedback too everyone has to laissez passer on oral feedback. Not at the same time, but they produce conduct hold designated moments where they demand to laissez passer on feedback to their peers. And at the rattling cease of the simulation all of the students demand to consummate some sort of reflection questionnaire. So they produce demand to reverberate on the practise that they were engaged in. And they also demand to reverberate on the practise that they observed inward their peers too they demand to beak most that inward their reflection questionnaire which i time to a greater extent than has structured questions that are tied to the competencies too the objectives of the actual simulation itself. The reflection questionnaire also captures some genuinely of import areas related to cognitive too affective reactions too that’s purpose of what nosotros would say is i of the dimensions that permits students to genuinely run on to a greater extent than of their metacompetencies rather than but working on procedural competencies. So procedural competencies beingness to a greater extent than thence the technical skills, what nosotros see, rather than, yous know, pay attending also to the areas that nosotros don’t see, thence things similar self-awareness, their powerfulness to genuinely deal their ain emotions, their ain professional person judgment inward a situation. Those all influence practise demeanor too those are things that are much to a greater extent than hard for an teacher to measure, but having a reflection questionnaire too guidance throughout the entire simulation permits students to genuinely move to a greater extent than aware of those processes too for instructors every bit good to know what’s going alongside students when they are engaging inward faux practice.
[17:03]
Jonathan Singer: I genuinely similar how yous conduct hold observers too participants learning at the same time. Um, I think that’s i of the biggest challenges of whatever preparation is how produce yous non arrive one-sided, too it sounds similar yous genuinely thought through that. I tin imagine that this is an iterative process, similar the starting fourth dimension time yous exercise a scenario or yous acquire feedback too and thence yous conduct hold to—you’re like, “oh nosotros could conduct hold done it this way.” Is that purpose of the process?
Toula Kourgiantakis: Absolutely. And this run has been at to the lowest degree 10 years inward progress alongside my colleagues at the University of Toronto, but for the final twosome of years we’ve also been experimenting alongside novel projects related to simulation too we’ve been tweaking them every bit nosotros move along. So that is genuinely an of import stage inward the procedure that nosotros would highly recommend, is that, number one, schools that experience similar they powerfulness non survive quite create to move from null to 10, yous don’t conduct hold to move from null to 10. You tin genuinely start quite small. And i time yous produce implement i piddling projection yous volition definitely acquire a ameliorate thought of what plant too what doesn’t—and collect information from your students. It doesn’t conduct hold to survive a enquiry study per se. Anything that you’re collecting that students are giving yous feedback on, what they’re learning, how they’re learning, volition laissez passer on yous to a greater extent than information most what yous tin tweak. And yous tin also endeavor too collect some information from a enquiry assistant that powerfulness survive helping you, if yous conduct hold whatever doctoral students that powerfulness survive working on the project, if yous conduct hold whatever acre instructors that are able to expect over your materials too laissez passer on yous a feel of what they powerfulness produce differently. Or what—what… how it resembles or not, what’s happening inward the field. That tin also survive genuinely valuable information to influence the adjacent stage of the project.
[18:58]
Jonathan Singer: So this 10 yr long process, it sounds similar you’ve been evaluating it, you’ve been doing some enquiry on it. What sort of things conduct hold yous done too what conduct hold yous found?
Marion Bogo: About 10 years agone at the University of Toronto alongside my colleague Cheryl Regehr nosotros began to endeavor to unpack the notion of competence. And this predated EPAS. We interviewed acre instructors inward peachy depth to endeavor to empathize what were the internal constructs that they were using to assess students along a continuum from fantabulous students to pitiable students. And what emerged from these long, intensive interviews was a stance of competence that included higher lodge abilities of a conceptual too affective nature that nosotros called “metacompetencies” that intricately affected the functioning of what nosotros conduct hold called “procedural competencies.” We too thence took that conceptualization too started to attempt out it through our OSCE enquiry programme too what emerged was a stance of holistic competence that involved knowledge, values, skills too the cognitive too affective processes that students engage inward to use, or non use, knowledge, values too skills inward their complex practise behaviors within customer situations. So this stance of holistic competence to a large extent was adopted inward EPAS 2015 too nosotros too thence began to comport enquiry to attempt out out whether that model was robust plenty to survive used across generalist too specialist social run practise areas. One of the commutation studies nosotros did was a study on what nosotros conduct hold called Practice Fridays.
Toula Kourgiantakis: So I volition tell yous a piddling flake most what Practice Fridays is. Practice Fridays is an educational enhancement that emerged most 2 years agone at the University of Toronto, too what nosotros were hoping to endeavor out is genuinely but providing an extra chance for our students to practise exterior of the classroom. And what nosotros establish is that the to a greater extent than that nosotros were experimenting alongside Practice Fridays the to a greater extent than that nosotros got to a greater extent than ideas on how nosotros could modify Practice Fridays, how nosotros could add together additional Practice Fridays to maintain supplementing educatee learning.
So, Practice Fridays is a voluntary educational enhancement. Students tin come. What nosotros uncovering is that most students produce come upward fifty-fifty if they don’t conduct hold to come. We produce target—we started it alongside but Year 1 students. Foundational competencies were beingness addressed, largely. And at nowadays nosotros produce offering it to Year 1 too Year 2 students. For Year 1 students, again, but generalist competencies that are beingness worked on, too for Year 2 students it’s to a greater extent than specialized. So for illustration nosotros conduct hold a Practice Fri that is genuinely addressing doing mental wellness assessment including a suicide conduct chances assessment.
So what nosotros did is because Practice Fridays was new, nosotros genuinely wanted to acquire a ameliorate feel of what students are learning at Practice Fridays too inward simulation inward full general because our Practice Fri construction resembles rattling much what nosotros produce inward a lot of our simulations inward the classroom. And thence nosotros did inquire our students who participated inward the Practice Fridays inward 2015, what are they learning? And too thence nosotros also asked them how are they learning at Practice Fridays. And what nosotros learned was genuinely interesting. So students told us that what they were learning was… sort of roughshod into a few unlike dimensions. Students described that they were learning—that they were acquiring to a greater extent than cognition most social run practise too they were also acquiring cognition most unlike social run concepts, unlike social run concerns that powerfulness survive happening, unlike things most clients too customer issues that they powerfulness survive dealing with. Students described that they were learning most social run practise skills, what they expect like, what they experience similar when they’re trying them out. Students also talked most learning most themselves. They talked most an increment inward self-awareness later doing Practice Fridays. They talked most beingness ameliorate able to deal their ain emotions. They talked most having increased professional person judgment too also beingness able to brand decisions inward a way that felt… that felt that it represent alongside whatever it was that nosotros were teaching them. What nosotros saw is that what they were describing inward fact represent rattling much alongside the Holistic Competence Model that my colleague but described, which talked about—which covers procedural too metacompetencies. So students genuinely described that they were learning most all 4 dimensions most the Holistic Competence Model.
And what nosotros establish genuinely interesting was that when the students talked to us most what they were learning, they were also talking most how they were learning. And that’s what nosotros also establish was genuinely relevant because non only did it highlight the of import things that nosotros demand to maintain inward hear inward price of what students larn but also how nosotros tin instruct them. So students did tell us that they were learning through 3 of import processes. First, they were learning yesteryear the fact that they were genuinely engaged inward practice, but it wasn’t but the practise itself that was improving their learning, it was the fact that their practise was beingness observed. And it was non but the fact that their practise was beingness observed, but it was the fact that their practise was beingness observed too they were receiving focused feedback on the practise that was beingness observed. They were also observing their peers practise too they were also hearing focused feedback on their peers practise that was happening during the simulation. This was genuinely relevant because nosotros saw that the 2 were quite connected, too nosotros also saw that the tertiary procedure was also genuinely connected to this which was students described having… that they also learned through having a lot of reflection. And non only was in that place reflection, but it was guided reflection. So getting focused feedback permitted them to ameliorate understand, to reverberate to a greater extent than on some of the issues that they were engaging alongside inward their simulation. It permitted them to reverberate on their ain affective too cognitive processes, their ain assumptions, their ain biases. It permitted them to reverberate on some of the things that they saw when they saw their peers inward practice. It also permitted them to genuinely connect theory too practise to acquire a ameliorate feel of how theory looked when yous genuinely regard practise demonstrated inward front end of them.
So these results showed us that students were learning most all unlike areas of the Holistic Competence Model, but it also showed us that inward lodge to instruct holistic competence nosotros genuinely demand to exercise holistic competence teaching methods. And observed practice, focused feedback, guided reflection were 3 of import processes that are teaching methods that nosotros could be—that nosotros demand to use, but also demand to maintain inward hear that these 3 processes are genuinely interactive too interrelated, too thence they genuinely produce inform i another.
[26:46]
Jonathan Singer: Well, thence Marion too Toula, this has been but a fabulous summary, intelligence of simulation. I dearest how yous had the—here’s the issue, too here’s how nosotros address it, hither are the steps for creating a simulation, here’s some enquiry that we’ve done. And there’s this Practice Fri which is—sounds similar a rattling cool way of students to come upward inward too heighten their skills, but also is a way for yous to acquire feedback on what was working inward price of teaching too that’s all great.
Now, it could survive that somebody’s listening to this too I desire to a greater extent than information. Like, this was a prissy taste, but how produce I acquire to a greater extent than information, thence what are some references or resources for folks?
Marion Bogo: The major reference is the mass published yesteryear CSWE: Using Simulation inward Teaching too Assessing Social Work Competence. In the mass nosotros lay out all the steps to developing scenarios, developing instruments, too nosotros also conduct hold a number of well-developed illustration scenarios or vignettes that tin survive used inward a simulation. We also conduct hold conducted a lot of enquiry on this too the papers are all listed on our website too volition survive listed every bit purpose of the podcast series.
It’s been a rattling exciting adventure for us of teaching inward this way too nosotros would urge colleagues to endeavor it out. As Toula said, yous tin start small. And think seriously most developing an educational activity enquiry element if you’re going to maintain to exercise simulation inward teaching.
[28:37]
Jonathan Singer: Well that’s awesome. Ok so, Marion, give cheers yous thence much for beingness hither i time to a greater extent than on the podcast. I genuinely appreciate it.
Marion Bogo: Thank yous Jonathan! My pleasure.
Jonathan Singer: And Toula it was prissy to hear from you, regard yous too conduct hold yous on the podcast every bit well.
Toula Kourgiantakis: Thank yous rattling much.
[Outro music]
Jonathan Singer: I’m Jonathan Singer too cheers for beingness alongside me today for some other episode of the Social Work Podcast. If yous missed an episode, or conduct hold suggestions for futurity episodes, delight see SocialWorkPodcast.com. If you’d similar to back upward the podcast, delight see our online shop at cafepress.com/swpodcast. To all the social workers out there, maintain upward the goodness work! We’ll regard yous adjacent fourth dimension at the Social Work Podcast.
END
Transcription generously donated yesteryear David Viitala, 2018 MSW graduate of the University of Toronto.
References
Assessing Competence Using OSCE Adapted for Social Work
- Bogo, M., Rawlings, M., Katz, E., & Logie, C. (2014). Using Simulation inward Assessment too Teaching: OSCE Adapted for Social Work (Objective Structured Clinical Examination). CSWE: Alexandria, VA.
- Logie, C., Bogo, M., & Katz, E. (in press). “I didn’t experience equipped: Social run students’ reflections on a faux customer ‘coming out’. Journal of Social Work Education.
- Katz, E., Tufford, L., Bogo, M., & Regehr, C. (2014online). Illuminating students’ pre-practicum conceptual too emotional states: Implications for acre education. Journal of Teaching inward Social Work 34, 96-108.
- Logie, C., Bogo, M., Regehr, C., & Regehr, G. (2013). A critical appraisal of the exercise of standardized customer simulations inward social run education. Journal of Social Work Education, 49(1): 66-80. DOI: 10.1080/10437797.2013.755377
- Bogo, M., Katz, E., Regehr, C., Logie, C., Mylopoulos, M., & Tufford, L. (2013). Toward agreement meta-competence: An analysis of students’ reflection on their faux interviews. Social Work Education 32(2): 259-273. DOI: 10.1080/02615479.2012.738662
- Bogo, M., Regehr, C., Katz, E., Logie, C., Tufford, L., & Litvack, A. (2012). Evaluating the exercise of an objective structured clinical exam (OSCE) adapted for social work. Research on Social Work Practice. 22(4), 428 - 436. DOI: 10.1177/1049731512437557
- Bogo, M., Regehr, C., Katz, E., Logie, C., Mylopoulos, M. & Regehr, G. (2011). Developing a tool to assess educatee reflections. Social Work Education 30(2), 186-195.
- Bogo, M., Regehr, C., Logie, C., Katz, E., Mylopoulos, M., & Regehr, G. (2011). Adapting objective structured clinical examinations to assess social run students’ functioning too reflections. Journal of Social Work Education, 47, 5-18.
Simulation inward Teaching
- Bogo, M., Shlonsky, A., Lee. B., & Serbinski, S. (2014). Acting similar it matters: Influenza A virus subtype H5N1 scoping review of simulation inward child welfare training. Journal of Public Child Welfare 8(1)70-93. DOI: 10.1080/15548732.2013.818610
Conceptualizing too Assessing Competence
- Kourgiantakis, T. & Bogo, M. (2017). Developing cultural awareness too sensitivity through simulation. In R. Allan & S. Poulsen (Eds.) Cultural Safety inward Supervision too Training. New York, NY: Springer International Publishing. doi: 10.1007/978-3-319-64617-6_8
- Kourgiantakis, T., Bogo, M. & Sewell, K. (in press). Practice Fridays: Using simulation to develop holistic competence. Journal of Social Work Education.
- Bogo, M., Rawlings, M., Katz, E., & Logie, C. (2014). Using Simulation inward Assessment too Teaching: OSCE Adapted for Social Work (Objective Structured Clinical Examination). CSWE: Alexandria, VA.
- Bogo, M. (2010). Achieving Competence inward Social Work through Field Education. Toronto, ON. University of Toronto Press.
- Bogo, M., Mishna, F., & Regehr, C. (2011). Competency frameworks: Bridging educational activity too practice. Canadian Social Work Review 28(2): 275-279.
- Bogo, M., Regehr, C., Power, R., & Regehr, G. (2007). When values collide: Providing feedback too evaluating competence inward social work. The Clinical Supervisor 26(1/2), 99-117.
- Bogo, M., Regehr, C., Woodford, M., Hughes, J., Power, R., & Regehr, G. (2006). Beyond competencies: Field instructors' descriptions of educatee performance. Journal of Social Work Education, 42(3), 191-205.
- Bogo, M., Regehr, C., Power, R., Hughes, J., Woodford, M., & Regehr, G. (2004). Toward novel approaches for evaluating educatee acre performance: Tapping the implicit criteria used yesteryear experienced acre instructors. Journal of Social Work Education, 40(3), 417-426.
- Bogo, M., Regehr, C., Hughes, J., Power, R., & Globerman, J. (2002). Evaluating a stair out of educatee acre functioning inward direct service: Testing reliability too validity of explicit criteria. Journal of Social Work Education, 38(3), 385-401.
- Regehr, G., Bogo, M., Regehr, C., & Power, R. (2007). Can nosotros build a ameliorate mousetrap? Improving measures of social run practise functioning inward the field. Journal of Social Work Education, 43(2), 327-343.
- Regehr, C., Bogo, M., Donovan, K., Anstice, S. & Kim, A. (2012). Identifying educatee competencies inward macro practice: Articulating the practise wisdom of acre instructors. Journal of Social Work Education, 48, 307-319.
- Regehr, C., Bogo, M., Donovan, K., Lim, A. & Regehr, G. (2011). Evaluating a Scale to Measure Student Competencies inward Macro Social Work Practice. Journal of Social Service Research. 38(1) 100-109. DOI 10.1080/01488376.2011.616756
- Taylor, I. & Bogo , M. (2013iFirst).Perfect chance perfect storm? Raising the standards of social run educational activity inward England. British Journal of Social Work. doi: 10.1093/bjsw/bct077
Resources
- The International Meeting for Simulation inward Healthcare: http://www.ssih.org/Events/IMSH-2015
- Building Professional Competence: http://research.socialwork.utoronto.ca/hubhomepage?hub=building_prof_competence
- Svenson, O. (1981). Are nosotros all less risky too to a greater extent than skillful than our beau drivers? Acta Psychologica, 47(2), 143–148. doi:10.1016/0001-6918(81)90005-6
APA (6th ed) citation for this podcast:
Singer, J. B. (Producer). (2018, May 9). #120 - Using simulation to instruct holistic competence: Interview alongside Marion Bogo too Toula Kourgiantakis [Audio Podcast]. Social Work Podcast. Retrieved from /search?q=OSCE
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