Evaluation of a Fast-Track Postgraduate Social Work Program in England Using Simulated Practice

Abstract

Objective: Using data from our evaluation of the Frontline fast-track social work training program, introduced by the Government in England, we compare the performance of the first cohort of Frontline trainees with students from regular social work programs using simulated practice. Method: Forty-nine Frontline trainees were compared with 36 postgraduate students in high-tariff universities and 30 students from a range of other regular programs. Kruskal–Wallis tests were used to compare the performance of the three groups in interviews and written reflections. Results: Frontline trainees were rated significantly higher than comparison groups for the quality of their interviewing and written reflection. Despite these higher ratings for practice quality, the Frontline trainees’ rating of their own confidence in their abilities was lower than their counterparts on regular programs. Conclusions: The practice quality of Frontline graduates is promising. Longitudinal research is needed in real practice settings.

Simulation in Social Work Education: A Scoping Review

“…Twenty studies (38%) explicitly addressed culture and diversity in the study design, curriculum, purpose, instruments, client vignette scenarios, and/or findings. Of the 20 articles explicitly integrating culture, 8 (16%) stated that they used assessment tools that incorporated dimensions of culture and diversity (Carter et al, 2018; Costello et al, 2017; Dennison, 2011; Katz et al, 2014; Lu et al, 2011; Schreiber & Minarik, 2018; Scourfield et al, 2019; Tufford et al, 2017). In three (6%) of these studies, authors stated that elements of culture and diversity were incorporated in curricula or courses that students completed before the simulation session (Manning et al, 2016; Robinson, Thiel, Shirkey, Zurakowski, & Meyer, 2016; Sampson et al, 2018).…”

“…In 10 studies (19%), simulation was used to assess generalist competencies (Bogo et al, 2013, 2012, 2011; Carrillo & Thyer, 1994; Katz et al, 2014; Lu et al, 2011; Petracchi, 1999; Petracchi & Collins, 2006; Rawlings, 2012; Tufford et al, 2017). The remaining 12 studies used simulation to assess specialized competencies, including suicide risk assessment (Bogo, Regehr, Baird, Paterson, & LeBlanc, 2017; Regehr et al, 2016), social work practice with LGBQQ populations (Logie et al, 2015), depression (Gellis & Kim, 2017), child neglect (Tufford et al, 2015), practice with children and families (Scourfield et al, 2019), screening of suicide and violence (Sampson et al, 2018), risk assessment in child welfare (LeBlanc et al, 2012), domestic violence in health care (MacDonnell et al, 2016), child maltreatment (Regehr et al, 2010), substance use (Sacco et al, 2017), and children’s services (Wilkins et al, 2018). The OSCE was used in 10 of 22 studies (45%; e.g., Bogo et al, 2012; Gellis & Kim, 2017; Katz et al, 2014; Lu et al, 2011; Sampson et al, 2018; Scourfield et al, 2019; Tufford et al, 2015, 2017).…”

“…Self-report was used by many studies to assess various learning outcomes. For example, seven studies (14%) used self-report to assess emotional states and confidence (e.g., Petracchi & Collins, 2006; Regehr et al, 2010), three studies (6%) used self-report to assess knowledge and attitudes (e.g., Gellis & Kim, 2017), and 3 studies (6%) used it to assess self-efficacy (e.g., Scourfield et al, 2019). To illustrate the use of self-report, a recent study compared two different forms of assessment in evaluating the quality of social work supervision (Wilkins et al, 2018).…”

Using programme theory to identify the key elements of the Frontline programme

“…The evaluation data presented illustrated the manner in which social injustice, poverty, and anti-oppressive practice learning was embedded in practice and where the unit provided the space for lively discussion and consideration of the social and economic conditions on families. While findings from a simulated exercise found that Frontline participants were rated higher on cultural competence than their counterparts from mainstream social work courses (see Scourfield et al, 2019).…”

“…Assessment of participant learning was captured using a simulated exercise reported elsewhere (see Scourfield et al, 2019). While this comparative analysis demonstrated stronger interviewing and reflection skills than students on mainstream courses, it was unclear the extent to which these results were influenced by the higher prior academic achievements of Frontline participants.…”