The use of self and role play in social work education

Kinney, Malcolm; Aspinwall‐Roberts, Elaine

doi:10.5042/jmhtep.2010.0688

Cited by 15 publications

(3 citation statements)

References 12 publications

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“…Faculty weigh in on individual stylistic factors on how they utilize specific medications. This active-learning method allows the fellows to really engage and think about how they counsel patients and provides them an opportunity to hone their counselling skills in the telehealth environment without the time pressures of the clinic visit [ 12 , 13 ]. Faculty provides feedback at the time of the encounter while the fellow is still in the break room so that any knowledge gaps can be addressed in real time and to provide a safe and non-threatening environment for the learner to receive this training.…”

Section: Clinical Learning Environment Interventionsmentioning

confidence: 99%

Enhancing rheumatology education during the COVID-19 pandemic

Bilal

Shanmugam

2021

Rheumatol Int

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During the COVID-19 pandemic, rheumatology educational programs around the world, face the daunting challenge of maintaining education for their trainees. Reduced in-person clinic exposures and social distancing requirements have significantly affected trainee education. Similar to programs around the USA, in early March 2020, our program was faced with an urgent need to pivot both our clinical and educational programs to virtual platforms. Within these limitations, we harnessed innovative educational models and restructured our curriculum to ensure adequate clinical and didactic exposure. We divided trainee's clinical rotations into four blocks, which include Inpatient consult service, Outpatient in-person and procedure clinics, Telehealth Clinics and Research/Elective week. By assigning specific rotations, we were able to ensure fellows were seeing adequate numbers of patients both through telemedicine and inperson while ensuring we complied with social distancing requirements. We further were able to ensure that trainee hands-on procedure training was not compromised. Acknowledging challenges presented by the COVID-19 pandemic and learner engagement in virtual environment, we designed an innovative educational portfolio. Utilizing synchronous and asynchronous learning methods, we have developed multiple complementary educational initiatives including: Rocket Rheumatology, Board Games, At the Elbow, Radiology Reading Rheum, Ultrasound Buddies, The History Rheum, and Rapid-Fire Journal Club. Virtual learning methods will become a cornerstone of medical education moving forwards. The GW Division of Rheumatology has rapidly incorporated innovative educational tools into our curriculum. Our approach will help Rheumatology training programs across the globe enhance rheumatology training.

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Section: Clinical Learning Environment Interventionsmentioning

confidence: 99%

Enhancing rheumatology education during the COVID-19 pandemic

Bilal

Shanmugam

2021

Rheumatol Int

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“…Role play has limitations. Kinney and Aspinwall-Roberts (2010) add, "resistance to the approach is frequently encountered. Students are often uncomfortable with what they perceive as an artificial or theatrical activity.…”

Section: Definition Confusionmentioning

confidence: 99%

Simulation in Social Work: Creativity of Students and Faculty during COVID-19

et al. 2021

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Simulation learning plays an important role in social work education, allowing students to explore how theory and practice parameters can be integrated into actual situations they are likely to experience in the field. The arrival of COVID-19 and the sudden cessation of in-field practicum opportunities raised challenges for students to gain needed practice experience. Simulation offers an opportunity to enhance learning in place of some direct experience when that is not available. This paper reports on a simulation development practicum, where students, not able to be in an agency, sought out ways to achieve learning through the development and implementation of simulation learning. This was combined with a literature review. Results showed that student-generated simulation could be used to support direct practice learning. This project also illustrated that social work simulation can be used to help students safely explore areas of practice that they may not be exposed to in practicum through scenarios that cause them to examine how to work with clients where cross-cultural needs exist, and challenge ethical dilemmas in a ‘real-world’ situation while being required to face their biases.

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“…Some training uses videoed role plays, whilst other approaches use paper‐based case studies and these can offer an ‘intense investigation into multiple variables’ (Lee et al ., , p. 683). Traditional social work pedagogical approaches have tended to draw heavily on paper case study examples (Kinney and Aspinwall‐Roberts, ). However, they can be limited in realism and can challenge participants particularly when addressing ‘hot cognitions’ that a worker may feel with a real, ‘live’ case.…”

Section: Child Protection Trainingmentioning

confidence: 99%

‘Rosie 2’ A Child Protection Simulation: Perspectives on Neglect and the ‘Unconscious At Work’

et al. 2015

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Neglect is the most common category for abuse of children under one. It is prevalent in large families; where there is a mother with low self‐esteem and frequent changes of partner. Because neglect is difficult to work with, the Centre for Child Protection at the University of Kent has developed a child protection simulation – ‘Rosie 2’ – which is designed to train child protection professionals. It follows a social worker and health visitor on a virtual home visit to a family where neglect is a significant concern, and offers a safe opportunity to explore practice options. A small‐scale research project has been conducted whereby highly sensitive eye tracker technology and facial recognition software were used to examine the emotional responses exhibited by social workers and health visitors during this ‘virtual visit’. The results indicate that the prevailing emotion exhibited by the professional group showed a ‘neutral’ response. There were significant differences between the groups, with health visitors displaying more sadness, and social workers demonstrating greater surprise and disgust. The article discusses these findings in the context of debates on compassion fatigue and emotional response within child protection. We conclude by discussing how the findings can enhance professionals' supervision. Copyright © 2015 John Wiley & Sons, Ltd. Key Practitioner Messages Neglect is a chronic problem in some families and can have long‐term effects on practitioners including burnout, compassion fatigue and secondary trauma. Simulations can provide immersive, realistic environments for child protection training and ‘Rosie 2’ has been developed for this purpose. Eye tracker technology coupled with simulations can provide insight into the unconscious emotional impact on practitioners of child protection work. This can potentially support and inform supervision.

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The use of self and role play in social work education

Cited by 15 publications

References 12 publications

Enhancing rheumatology education during the COVID-19 pandemic

Enhancing rheumatology education during the COVID-19 pandemic

Simulation in Social Work: Creativity of Students and Faculty during COVID-19

‘Rosie 2’ A Child Protection Simulation: Perspectives on Neglect and the ‘Unconscious At Work’

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