Retention of Research Knowledge and Self-Efficacy of MSW Alumni: A Longitudinal Study

Background: Very few longitudinal studies exist regarding knowledge retention in Master of Social Work (MSW) students (see Baker, Pollio, & Hudson, 2011; Constantine Brown & Park, 2016), but if students do not retain knowledge they will not have that information to use as practitioners in the field.  Previous studies have examined knowledge retention comparing lecture vs. problem-based learning strategies finding no significant difference after three months, but a statistically significant difference after one year (Beers & Bowden, 2005), suggesting that knowledge retention changes over time.  Building on previous research, the current study explored the research self-efficacy of, and use of research by, MSWs in their first year of employment following their graduation from a CSWE accredited MSW program in May 2014.

Methods: The current study used a longitudinal mixed methods explanatory sequential design.  Participants included a convenience sample (N=30) of MSW alumni enrolled in a beginning research methods class spring 2013.  All participants completed standardized measures of practice evaluation knowledge (PEKS scale) and research self-efficacy (RSES scale) at four time points: 1) prior to their first research methods class in January 2013, 2) 15 weeks later at the end of their first research methods class in May 2013, 3) one year later prior to graduation in May 2014, and 4) one year post-graduation in August 2015.  Quantitative data were collected using Qualtrics.  In-depth interviews were conducted with participants in September 2015 via Skype to further explore the use of research in an agency setting. 

Results: One-way repeated measures ANOVA indicate that participants’ practice evaluation knowledge improved between time 1 (M=2.18; SD=.59), time 2 (M=3.63; SD=.49), and time 3 (M=3.74; SD=.53), but decreased slightly at time 4 (M=3.63; SD=.55).  There was a significant effect for time, Wilks’ Lambda = .15, F (3,27)=49.90, p<.00, multivariate partial eta squared=.85, indicating the majority of knowledge was learned in the first research class.  Participants’ research self-efficacy improved between time 1 (M=56.70; SD=20.32), time 2 (M=80.43; SD=12.26), and time 3 (M=84.48; SD=10.73), but decreased slightly at time 4 (M=79.06; SD=14.92).  There was a significant effect for time, Wilks’ Lambda = .38, F (3,28)=15.09,p<.00, multivariate partial eta squared=.62, indicating the majority of knowledge was learned in the first research class and retained over time.  Results from in-depth interviews suggest that MSWs working in organizations and agencies with greater resources, such as library access or collaboration with a university, or a culture that supports the use of research or evidence-based practices, use research more often in their daily routine.  Barriers to research use in practice include lack of time, high caseload, or discomfort with research. 

Implications: MSWs working at an agency or organization with a culture that does not support the use of research may not regularly use research but maintain their self-efficacy, albeit not at the level they had immediately after graduation.  Improving organizational support of research use may increase clinicians’ research use and self-efficacy, ultimately resulting in better quality standards of intervention and improved client outcomes.