Effectiveness of Using Standardized Patients with MSW Students

Background: Simulation offers a safe environment for students to practice essential skills (Linsk & Tunney, 1997). While social work has lagged behind other healthcare professions in the use of simulation in education, there is continued interest in exploring the efficacy of standardized patients to evaluate direct practice (Logie, Bogo, Regehr, & Regehr, 2013). This study implemented a simulation in the first practice course and assessed outcomes using the field evaluation tool and qualitative data from student feedback. Methods: Social work faculty adapted an existing Objective Structured Clinical Examination (OSCE) for use with social work students. Practice I students from the 2015 student cohort were asked to complete a brief (20 min) biopsychosocial assessment with standardized patients who were trained in accordance with the OSCE. Sessions were followed by an opportunity to debrief the experience with faculty, as well as an opportunity for each student to view their own video and receive individualized feedback on their interview by their Practice I professor. Additionally, students were asked to complete follow up qualitative questionnaires regarding their experience of the standardized patient experience. Both mid-semester and final field evaluation scores from the 2015 practice I cohort (intervention group) were compared to scores from the 2013 and 2014 practice I cohorts (control group). Investigators hypothesized improvement in professionalism, critical thinking, engaging diversity, and direct practice skills.    Results:  This nonequivalent comparison group design compared mid-semester field evaluations (pre-test) with mid-placement field evaluations (post-test). Significant differences were found in scores for intervention group from pretest to posttest for personal reflection (t = -.247, df = 35, p = .003), professional roles (t = -3.047, df = 35,  p = .004), recognizing oppression (t = -2.105, df = 35, p = .043), understanding importance of difference (t = -2.202, df = 35, p = .034), viewing self as a learner (t = -2.838, df = 35, p = .008), using empathy (t = -3.162, df = 35, p = .003), and selecting appropriate interventions (t = -2.271, df = 35, p = .029).  Results suggest that the standardized patient experience may improve mastery of some practice behaviors.  Qualitative feedback indicated students found value in the simulation experience.  A number of students valued the opportunity to interact with a client in a safe environment, as they have not been given the opportunity to conduct similar assessments in their field placements. Conclusions: Standardized patient interviews appear to provide an opportunity for students to improve practice based skills in a safer learning environment. Limitations of the study included lack of random assignment, the case not being specifically created for social work, and the use of field evaluations for measurement (Bogo, Regehr, Katz, Logie, Tufford, & Litvack, 2012). Impact of the standardized patient experience on core competencies needs to be further explored. Future research will use OSCE-SWs and standardized rubrics for measuring metacompetencies.