PROTOCOL: Communication skills training for improving the communicative abilities of student social workers: A systematic review

Reith‐Hall, Emma; Montgomery, Paul

doi:10.1002/cl2.1038

Cited by 11 publications

(12 citation statements)

References 47 publications

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“…Advantages of using this framework include its focus on possible different levels of evaluation and its compatibility with various approaches used within communication skills training in social work education. The theoretical underpinnings of the effects of the intervention were outlined in the study protocol (Reith-Hall and Montgomery, 2019).…”

Section: Resultsmentioning

confidence: 99%

“…Originally produced for the Campbell Collaboration Library, where the review is registered and the accompanying protocol can be found (Reith-Hall & Montgomery, 2019), this systematic review followed the Cochrane Handbook of Systematic Reviews for Interventions (Higgins, Thomas, Chandler, Cumpston, Page & Welch, 2021) and the PRISMA reporting guidelines (Page, McKenzie, Bossuyt, Boutron, Hoffmann, Mulrow et al, 2021).…”

Section: Methodsmentioning

confidence: 99%

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The Teaching and Learning of Communication Skills in Social Work Education

Reith‐Hall

Montgomery

2022

Research on Social Work Practice

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Purpose This article presents a systematic review of research into the teaching and learning of communication skills in social work education. Methods We conducted a systematic review, adhering to the Cochrane Handbook of Systematic Reviews for Interventions and PRISMA reporting guidelines for systematic reviews and meta-analyses. Results Sixteen records reporting on fifteen studies met the eligibility criteria. Studies consisted of randomised trials and quasi-experimental designs. Outcome measures included knowledge, attitudes and skills. Significant heterogeneity meant a narrative synthesis rather than meta-analysis was undertaken. Systematic communication skills training supports the development of students’ communication skills including the demonstration of expressed empathy and interviewing skills. Discussion The existing body of literature is limited but promising. Researchers conducting studies into communication skills training should seek to carry out robust and rigorous outcomes-focused studies. Further investigation into the theoretical underpinnings of the educational interventions and the roles played by key stakeholders is also required.

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Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The Teaching and Learning of Communication Skills in Social Work Education

Reith‐Hall

Montgomery

2022

Research on Social Work Practice

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“…To address the first gap within the literature — the outcomes evidence — a systematic review aimed at investigating whether or not the teaching and learning of communication skills is effective has recently been undertaken [ 12 , 13 ]. Notwithstanding significant methodological challenges, there was overall consistency in the direction of mean change for the development of communication skills of social work students following training [ 13 ].…”

Section: Introductionmentioning

confidence: 99%

The teaching and learning of communication skills for social work students: a realist synthesis protocol

Reith‐Hall¹

2022

Syst Rev

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Background Good interpersonal communication is the cornerstone of social work practice, enhancing the outcomes of people in receipt of its services. Social workers’ communication skills are often identified as an area of concern. Communication skills can be developed and refined through training or education. The teaching and learning of communication skills is firmly embedded in many social work qualifying courses; however, considerable heterogeneity exists regarding such complex interventions and the theoretical underpinnings of which have not been made explicit. Realist synthesis can help explain how, why, for whom and in what circumstances an intervention might work, which is an important first step for helping educators to tailor courses to meet the needs of different learner groups and, where applicable, the employing agencies and government departments who fund them. Methods Realist synthesis is an interpretive, theory-driven and explanatory approach that aims to explain the interplay between the context, mechanisms and outcomes of interventions. This realist synthesis seeks to understand and explain to what extent, how, why, for whom and in what circumstances complex educational interventions aimed at teaching communication skills to social work students produces its effects. A five-step process will be followed iteratively. In step 1, the initial programme theory will be developed. Step 2 will involve searching for evidence. In step 3, selection and appraisal will take place. Step 4 requires data to be extracted and organised, and in step 5, data will be analysed and synthesised. Discussion The teaching and learning of communication skills in social work education is under theorised. The findings from this realist synthesis aim to help policymakers and educators make informed decisions about the design and delivery of complex educational interventions aimed at improving the communication skills of social work students. The realist synthesis will be conducted and reported in accordance with the RAMESES guidelines and standards. Systematic review registration The review is registered with the Open Science Framework. https://doi.org/10.17605/OSF.IO/BYHC7

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“…Thus, there are expository (passive) methods, which take into account primarily the processes of teaching, with the teacher in their center and an example being a lecture. Therefore, our experiment, conducted online after the COVID-19 lockdown regulations were announced, used active methods based on group collaboration such as simulating conversations with customers, modeling correct behavior, and providing feedback [18].…”

Section: Introductionmentioning

confidence: 99%

Do online workshops using active teaching methods improve self-rated communication skills of physiotherapy students?

Femiak

Czechowski

2022

Biomedical Human Kinetics

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Study aim: In the education of physiotherapists, communication skills should be developed: this can be done by conducting special workshops. In the context of the COVID-19 pandemic, the need arose for replacing conventional forms of education with remote classes. Therefore, it was decided to test the effectiveness of a social skills workshop conducted using active online methods for second-year physiotherapy students. Material and methods: The experimental factor was the contents of workshop classes taught online as part of the mandatory course included in the curriculum. The platforms Teams, Zoom, and the Messenger were used to carry out the experiment. The workshops used active learning methods: simulation of work situation, drama, peer feedback and interaction-based communication. Results: The results obtained from 78 participants (pre-test and post-test, including 45 women) were analyzed. The age of the participants ranged from 20 to 22 years, with a mean of 20.7 years. A self-reported social skills questionnaire consisting of 17 statements was used. participation in the course resulted in a significant increase in the index of general communication skills of the students (Z = 5.11, p < 0.001, R = 0.582). Conclusions: Online workshops using active teaching methods, which are an essential element of students of physiotherapy preparation for clinical work, can stimulate the development of their communication skills.

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PROTOCOL: Communication skills training for improving the communicative abilities of student social workers: A systematic review

Cited by 11 publications

References 47 publications

The Teaching and Learning of Communication Skills in Social Work Education

The Teaching and Learning of Communication Skills in Social Work Education

The teaching and learning of communication skills for social work students: a realist synthesis protocol

Do online workshops using active teaching methods improve self-rated communication skills of physiotherapy students?

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