Can Clinical Skills Be Taught Online? Comparing Skill Development Between Online and F2F Students Using a Blinded Review

This study compared the development of clinical assessment and intervention skills between students enrolled in a face-to-face (F2F) or an asynchronous online clinical social work class. All students from three semesters of F2F (n = 74) and online (n = 78) sections of an MSW clinical class taught by the same instructor were included. Two assignments were used to compare students: an assessment and treatment plan of a fictional case and a digital role-play. A doctoral student who was blinded to the course delivery mechanism graded the role-play. After controlling for baseline differences in age, there were no differences between online and F2F students in skill demonstration. It appears clinical skills can be taught as effectively online as in F2F situations based on blinded review of role-plays.     

The Debate as a Pedagogic Tool in Social Policy for Social Work Students

Social work education under the Diploma in Social Work has been shaped by a competency led training model. The danger in this approach is that the critical thinking required of the reflective practitioner becomes lost. This paper argues that the teaching of social policy requires a complex interplay of knowledge, skills and values if students are to be equipped to participate effectively in the policy process. The authors, as teachers of social policy to social work students, have developed the use of the debate as a tool for learning and assessment. This approach is evaluated using structured student feedback and is discussed in the context of experiential and reflective learning and the application of social policy as ‘policy practice’. Over three cohorts, students reported increased knowledge and understanding and improved confidence in argumentation skills. Observation showed them utilising a range of policy practice skills. Recent evidence from the USA and Australia begins to confirm the value of this learning tool.     

Teaching public relations in the information age: A case study at an Egyptian university

This study identifies new pedagogical techniques used in teaching public relations. A case study method was carried out among three groups of the mass communication-graduating seniors at Ain Shams University School of Women. The research findings showed that students look for more practical course work rather than theoretical knowledge. Furthermore, it was found that the most suitable technique for teaching public relations is the use of workshops and internships programs at media corporations. Evidently, public relations education is much more affected with gaining computer skills and good command of the English language.     

Solving Current Social Challenges: Engaging Undergraduates in Policy Practice

This article explores an innovation in teaching policy practice at the undergraduate level. It analyzes an experiential learning model that uses current social challenges as a compelling way to generate student learning about policy practice. Over the course of the semester, students examine antecedents, current issues, and potential solutions to a contemporary social issue through a series of assignments that build knowledge and skills and link the topic to larger social policy concerns. Using quantitative and qualitative evidence from seven semesters, the article explores benefits and challenges of this approach to teaching, and derives lessons for social work education.     

Utilizing Web‐based Databases to Introduce Social Work Content in Research Statistics Courses

Masters level statistics is often not a course of choice for social work students. Teaching it in such a way that students' anxiety is reduced while facilitating their recognition of the importance of empirical knowledge in their social work practice and their need to have fundamental research skills, can be quite challenging. The purpose of this paper is to introduce a pedagogical tool used in a course on bivariate statistics that involves students throughout the semester in the process of developing and testing their own hypotheses regarding fluctuations in reported hate crimes/capita by states (as reported by the Federal Bureau of Investigation). This technique provides continuity throughout the semester and is easily adapted to other issues equally important to social work. The data's unintuitive findings that disagree with most students' hypotheses also challenges students to consider methodological issues and the validity of the data. Because most students do not have a strong knowledge base of hate crimes, students often have to grapple with how their own preconceptions might bias their understanding of an issue and potentially their work with a client or client system. From an instructional standpoint, the method is contained and manageable, and the data are easily accessible.     

‘It simplifies research!’: impact of a song lyrics exercise among MSW students

ABSTRACT

The use of pop culture sources in social work education enhances the learning of MSW students in the human behavior, policy and diversity courses. Pop culture sources can enhance learning because of the potential for a quicker recall of content, revealing hidden talents and sophisticated understanding of the concepts, and making the assignments more enjoyable for students. However, the impact of utilizing pop culture sources among MSW students in research courses remains unknown. It is imperative that contemporary teaching modalities be implemented in research courses because MSW students have mixed feelings about taking research classes and conducting research of their own. The purpose of this article is to report findings of the implementation of a pop culture source-analyzing song lyrics-in an introductory MSW research class at one university in the USA. Qualitative and quantitative data were collected from (N = 17) MSW students. Findings lend support to utilizing the song lyrics exercise, as students reported enhanced self-efficacy and knowledge of the research process. Future research should assess the impact of this activity with larger samples.     

Teaching philosophies and practices in social work education: do the core competencies influence our consciousness?

Assessing the mechanisms by which EPAS core competencies are embodied in classroom teaching is important for comprehensively examining EPAS’ success. This case study of one program presents emergent findings about perceptions of teaching, and the influence of core competencies, derived from interviews conducted with faculty members at a graduate social work program. Participants were asked about their teaching philosophies and practices, and the influence of social work core competencies in framing their philosophies and practices. Four primary themes emerged: (1) engaging students in learning, (2) linking the classroom and field, (3) critical thinking, and (4) core competencies are not evident at a conscious level. Participants described strong ambiguity about how the core competencies consciously influence teaching approaches, while clearly stating goals for interacting with students, integrating field experiences in the classroom, and helping students build critical thinking skills. Implications for social work education are described.     

Social Work Students' Research-Related Anxiety and Self-Efficacy: Research Instructors' Perceptions and Teaching Innovations

The purpose of this mixed methods study was to examine social work research instructors' perceptions of research-related anxiety and research confidence among social work students, and teaching strategies to identify and manage anxiety. A national web-based survey of 186 BSW and MSW social work research instructors was conducted. Many BSW (70%) and MSW (61%) research instructors reported that they used specific activities or approaches to assess or impact upon student anxiety. Qualitative analysis results suggested a teaching model for social work research instructors designed to reduce students' research-related anxiety, including by enhancing their research confidence. Strategies that instructors can use include creating a supportive class climate, providing activities that are emotion-, cognitive-, and action-focused as well as the use of strategic timing. These findings can be used to guide social work research instructors' facilitation of students' attainment of research competencies and help further students' research–practice integration.     

Teaching a Module on HIV and AIDS for Social Work Students—Strategies,Content and Outcome

This paper outlines the author's experience of teaching a module on HIV and AIDS to social work students over several years at Brunel University. She argues that the relevance of the subject matter for social work students has not changed since the module was first introduced 18 years ago. Similar to their previous counterparts, current students still experience a range of emotions, feelings, fears and uncertainties about their competence and skills in responding to the issues presented by individuals infected and affected by HIV and AIDS. The paper describes the aims, curriculum, teaching strategies, assignment and evaluation of the module. Additionally, the paper discusses the learning environment in which the module is taught, and the strategies used to enable students to confront fears, prejudices, improve their knowledge base and gain skills for working with service users infected and affected by HIV and AIDS. In concluding, the paper emphasises the continued implications and observed benefits of this subject for social work students.     

Delineating the Learning Process in Generating a Research Culture among Undergraduate Social Work Students: A Case Study of Student Participation in an Academic Conference

Conferences provide excellent opportunities for academics, HDR students and social work practitioners to network, learn and contribute to the general body of knowledge, and establish or maintain credibility, yet there is little research about the possible opportunities conferences may provide to undergraduate students. This article introduces the notion that undergraduate social work students have much to gain from participation in academic conferences, particularly for generating a research culture among students. It follows a specific case study of undergraduate students' attendance at an international conference by analysing their learning in the development of a greater appreciation of the links between social work research, theory and practice.     

Social Work Doctoral Education in Australia: The Case for Further Development

ABSTRACT

Social work education in Australia has been based in universities since the 1940s. There are now 32 higher education providers offering social work programs across Australia. The significant growth in master’s level qualifying programs in Australia, along with recent higher education policy changes, has increased the need for social work academic faculty members with doctoral qualifications. This paper presents the findings of a scoping review of literature on social work doctoral education. Despite a growing literature on social work doctoral education in international contexts, the review found that there is a lack of Australian research and evidence on social work doctoral pedagogy, the number and diversity of doctoral students, the doctoral student experience, and doctoral graduate employment intentions and outcomes. Addressing the lack of Australian research in this area would be an important step to enabling Australian social work to address future research training and capacity needs and directions.

IMPLICATIONS

• There is a lack of research on Australian social work doctoral education and this is a neglected aspect of social work scholarship of teaching and learning (SOTL) research.

• Research into social work doctoral education would provide baseline information on the number and diversity of students, doctoral student experiences, graduate outcomes, and employment intentions.

• Development of social work SOTL about doctoral education would support future research capacity and enable the advancement of social work research knowledge and skills.

     

Reflections on Designing and Teaching a Social Work Research Course for Distance and On-Campus Students

Social work educators are increasingly challenged to train future social workers who can both value research and believe in themselves as capable researchers. One way to achieve this is the teaching of a specific social work research course at a basic qualification level. At Otago University, such a course was introduced in late 2005, and early 2006, for both on-campus and distance (off-campus) students. This Ideas in Action piece reveals the thinking behind and strategies used to help future social workers overcome their reluctance about social work research and enable them to take practice-related research skills into their future work.     

Outcomes of Law Teaching in Social Work Education: Further Findings from a Cohort Study

This paper reports further findings from research on the outcomes of teaching law to social work students on UK programmes. This paper compares the results for students on undergraduate and postgraduate routes to an initial social work qualification. It also analyses the similarities and differences in outcomes between the seven universities that participated in the study. Statistical analysis of students' self-audits of their legal knowledge, skills for practising social work law, and their perceptions of the relationship between law and practice, is explored further by drawing on observations from students in focus groups and interviews with their tutors. The differences which emerge between undergraduate and postgraduate students highlight the importance of practice learning opportunities in reinforcing acquired legal knowledge and in developing skills for applying that knowledge in practice. Law teaching can clearly be seen to impact on confidence levels but to be constrained by lack of time and sustained focus throughout the overall curriculum. The similarities of outcome between different universities suggest the impact of particular orientations towards, and an acknowledged core curriculum for, teaching law within the academic curriculum.     

Teaching Students to Perform Assessments

In recent years, assessment methods and skills have been increasingly emphasized in the social work literature. Little information, however, has been provided about how to teach students assessment skills in a classroom setting. This article addresses that gap in the literature and presents an integrative skills assessment approach for teaching students to perform assessments. This approach is based on technical eclecticism and combines assessment methods and skills from three practice models: (1) psychosocial, (2) cognitive—behavioral, and (3) systems. Knowledge and skills about measurement, computerized assessment models and expert systems also are included in this approach to teaching assessment skills. The authors provide suggestions and tools for teaching assessment skills in a classroom, including an integrative skills assessment protocol and several techniques that may be used to teach students to gather assessment data. In teaching assessment skills, possible links may be developed with the field practicum and the classroom experience of students. In addition, the authors suggest that students benefit from the integrative skills approach. The approach is comprehensive, flexible, competency based, technological, and empirically based. However, shortcomings are that the approach is a clinical practice approach that excludes other forms of practice and that the integrative skills assessment approach does not help students develop skills for performing the rapid assessments frequently required for brief interventions.     

Assessing the Integrity of Community Organization and Administration Content in Field Practice

The effort to ensure that students acquire knowledge and skills in macro social work practice requires considerable attention in the face of stronger interests in micro practice on the part of students and their field instructors. This study evaluates the effectiveness of the field component at the University of North Carolina at Chapel Hill to provide learning opportunities for the development of macro practice skills and knowledge. Over 85% of the student respondents had responsibility for at least one macro practice activity during their first field placement. Although a majority of the macro practice assignments were related to organizational interventions and very few to community interventions, the study provides guidance for improving the teamwork of faculty and field instructors in an articulated approach to field learning.     

Incorporating Substance Use Content Into Social Work Curricula: Opioid Overdose as a Micro,Mezzo, and Macro Problem

Problematic substance use has tremendous implications for the health and wellbeing of communities around the world. Social workers at the frontlines are likely to encounter clients with substance use disorders in the wide array of settings where they are employed. However, few undergraduate and graduate social work programs internationally require students to take coursework in substance use or have substance use specializations. In the short-term, incorporating substance use-related content into existing courses and institutional structures may be more viable for social work programs to educate students about substance-related issues rather than developing entire courses or concentrations. The rates of opioid overdose death are increasing internationally and it is a multifaceted public health problem which would provide students with an opportunity to explore a wide variety of micro, mezzo, and macro practice and policy issues related to substance use. This paper specifically suggests a number of strategies which could be used in practice and policy courses throughout the curriculum. Incorporating overdose-related content into existing courses could be a promising means to still provide students with some knowledge and skills to work with substance-using populations.     

Emancipatory engagement: An urban womanist social work pedagogy

ABSTRACT

Standing on the hope of the initial social work course from 1914 at Morgan College, this article provides insight into the significant learning outcomes of contemporary students in advanced social work practice with urban African American families. This research introduces the conceptual framework of urban womanist social work pedagogy as an inclusive practice-informed knowledge produced through the rituals, traditions, values, culture, and resilience of historically disenfranchised communities. Urban womanist social work teaching methods honor truth telling from the ones who have lived there. Urban womanist social work affirms transformative-centered research, teaching, and scholarship produced through institutions such as historically black colleges and universities (HBCU’s). The students’ reflective narratives reveal a process of transformation, centered in the freedom standpoint, which includes recognizing the location and context of their individual and collective identity as African Americans in the profession of social work. Urban womanist social work pedagogy cumulatively equips our students with intergenerational knowledge that inform their assessment of critical issues in Baltimore’s African American communities.     

An Outcome Evaluation of a Problem-Based Learning Approach With MSW Students

In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master’s of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work knowledge, values, and skills; confidence in practice skills; confidence in learning skills; motivation to engage in deep learning and use deep-learning strategies; and satisfaction with their MSW education. PBL and non-PBL approaches were equally effective in helping students learn social work skills, knowledge, and values and in developing learning skills; the non-PBL group reported a significant shift to a more situational approach to their learning.     

Twenty-first century learning in schools: A case study of New Technology High School in Napa, California

The most pertinent question concerning teaching and learning in the twenty-first century is not what knowledge and skills students need--that laundry list was identified over a decade ago--but rather how to foster twenty-first century learning. What curricula, experiences, assessments, environments, and technology best support twenty-first century learning? New Technology High School (NTHS) in Napa, California, is one example of a successful twenty-first century school. In this chapter, the author describes the components of this exemplary high school, illustrating an environment that will cultivate twenty-first century student learning. New Technology High School began by defining eight learning outcomes, aligned with the standards of the Partnership for 21st Century Skills; to graduate, students demonstrate mastery of these outcomes through an online portfolio. To help students achieve the outcomes, NTHS employs project- and problem-based learning. Whereas in traditional classrooms students work alone on short-term assignments that do not lend themselves to deep understanding, the project-based learning approach has students working in teams on long-term, in-depth, rigorous projects. Students' work is supported by the school's workplace-like environment and effectiv use of technology. Meaningful assessment is essential to project-based learning; students receive continuous feedback, helping them become self-directed learners. In fact, NTHS uses outcome-based grading through which students constantly know how they are performing on the twenty-first century outcomes. Research has shown that NTHS graduates are better prepared for postsecondary education, careers, and citizenship than their peers from other schools. To facilitate twenty-first century learning, all schools need to rethink their approach to teaching and learning. New Technology High School is one way to do so.     

Assessment methods in social work education: A review of the literature

Student assessment is an important component of social work education, and consumes considerable effort on behalf of both students and staff members. Social work educators in higher education face the challenge of constructing assessment methods, which encourage the development of reflective and critical learning, as well as enabling students to demonstrate acquisition of required knowledge and/or skills. While there is now a substantial literature on field education, the assessment of classroom-based units has warranted less attention. This paper examines the range of assessment methods reported in the social work education literature, the evidence which supports the use of these methods and issues associated with the identified assessment methods.