Methods for Teaching and Assessing Holistic Competence

The holistic competence model was introduced in 2015 by EPAS and reflects a change in the way competencies are conceptualized for social work education (CSWE, 2015). There have been criticisms that social work programs are over focusing on knowledge and cognitive processes such as critical thinking, and not putting enough emphasis on other dimensions of holistic competence such as practice skills and affective processes. Field education has largely been charged with teaching students about practice. This divide does not address the integration of dimensions inherent in the definition of holistic competence. Social work educators therefore need innovative approaches that teach and assess all dimensions of holistic competence in the classroom.

This round table session will focus on ways to teach and assess holistic competence using experiential teaching methods such as simulation. Well-designed simulations can be used to teach and integrate the teaching and assessment of many EPAS competencies simultaneously and draw from adult learning principles (Knowles, 1968) and experiential learning theories (Kolb, 1984). Simulations also create learning experiences in all dimensions of the holistic competence framework. Simulated-based learning provides an opportunity for students to engage in practice, receive focused feedback on practice, and reflect on their practice.

The first presenter will lead the discussion on current challenges in social work education. Participants will be asked to share their experiences in teaching and assessing holistic competence. The second presenter will open discussion on the use of simulation in the classroom. Principles for using simulation to bridge class and field and enhance field education will be discussed. We will discuss facilitators and challenges for instructors who would like to integrate simulation in their programs. The third presenter will provide participants with innovative simulation-based learning strategies that the presenters have been using in their program and there will be discussion on how these facilitate the development of holistic competence. These innovations include a delayed entry practicum model, use of an Objective Structured Clinical Examination (OSCE) as a summative assessment of holistic competence, an activity called Practice Fridays to teach holistic competence through simulation, as well as the use of simulation in partnership with community agencies to develop competence in specialized areas of practice.