Session: Teaching and Assessing Holistic Competence Using Simulation-Based Learning (Society for Social Work and Research 22nd Annual Conference - Achieving Equal Opportunity, Equity, and Justice)

40 Teaching and Assessing Holistic Competence Using Simulation-Based Learning

Thursday, January 11, 2018: 3:15 PM-4:45 PM
Archives (ML 4) (Marriott Marquis Washington DC)
Cluster: Social Work Practice
Marion Bogo, MSW, AdvDipl SW, University of Toronto, Toula Kourgiantakis, MSW, University of Toronto and Karen Sewell, MSW, University of Toronto
The 2015 EPAS uses a competency-based framework with a focus on outcomes and explicit demonstration of competence in practice (CSWE, 2015). EPAS encompasses a holistic view of competence which includes knowledge, values, skills, as well as cognitive and affective processes (EPAS, 2015). Educators need new approaches to teaching and assessment of holistic competence; approaches that integrate all of the dimensions of each competence (Authors, 2014; Drisko, 2015). EPAS 2015 advises that holistic competence is “multidimensional and integrated to capture the demonstration of the competencies and the quality of internal processing informing the performance of the competencies” and “assessment is best done while students are engaged in practice tasks that approximate social work practice as closely as possible” (CSWE, 2015, p.18). A multi-project program of continued research has demonstrated the effectiveness for teaching and assessing holistic competence using simulation (Authors, 2011; 2012; 2013; 2016). Learning through simulated activities has been designated as this program's signature pedagogy and it is embedded in generic and specialized courses, and also offered as an enrichment for field education. Well-designed simulations can be used to teach and assess many EPAS competencies simultaneously. Using adult learning principles (Knowles, 1968) and Kolb's (1984) experiential learning theory simulation allows students to engage in deliberate practice defined as “effortful repetitive practice of the activity to a mastery level in combination with external constructive feedback” (Leblanc et al., 2011, p.5). Simulated-based learning provides an opportunity for students to engage in practice, receive focused feedback on practice, and reflect on their practice. Simulated learning opportunities enhance the development of holistic competence and prepare students for the grand challenges of social work practice. In this workshop participants will learn the following: 1) how to use a holistic conceptual framework, 2) how simulation-based learning facilitates the development of holistic competence, 3) how to implement simulation-based learning in undergraduate and graduate social work programs, 4) how to teach generic and specialized competencies in areas such as mental health, domestic violence, child protection, and gerontology using simulation, 5) how to do formative and summative assessments using simulation methods such as the OSCE, and 6) how to involve field instructors in simulation learning activities to bridge classroom and field and to prepare students more adequately for social work practice.

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