Although masters-level social work students typically build clinical skills via role-playing with their peers or instructors, several innovative training simulations are emerging in the literature that may enhance existing skill-building methodologies. We evaluated the initial feasibility, acceptability, usability, and effectiveness of three computerized simulations (two cognitive behavioral therapy, one motivational interviewing) during an interpersonal practice course among 22 students in a Master of Social Work program accredited by the Council on Social Work Education. Trainees repetitively practiced their clinical skills with virtual clients while receiving feedback via real-time nonverbal cues, transcript review, and performance assessment across pre-specified theoretical learning objectives. Across the three simulations, at least 86.4% of students completed the required protocol and completed M = 468.95 (SD = 178.27) minutes of simulated sessions. Students improved their scores (range 0 to 100) across all the simulations from M = 63.41 (SD = 11.13) to M = 93.64 (SD = 3.24). Students found the simulations to be acceptable with strong usability. Paired sample t-tests revealed students reported greater self-efficacy in general clinical skills, exploration skills, insight skills, and action skills between pre-test and post-test after completing the simulations (all p < 0.001). Students reported that the clinical skills learned from the simulations translated into successful interactions with real-world clients during their field placements. We discuss the results of this initial feasibility study within the context of simulation-based learning and the potential for broader implementation within MSW programs.

中文翻译：

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虚拟客户滥用酒精的计算机化临床培训模拟：初步可行性、可接受性和有效性

尽管硕士水平的社会工作学生通常通过与同龄人或导师进行角色扮演来培养临床技能，但文献中出现了一些创新的培训模拟，可能会增强现有的技能培养方法。我们在社会工作教育委员会认可的社会工作硕士项目的 22 名学生的人际实践课程中评估了三种计算机模拟（两种认知行为疗法，一种动机访谈）的初步可行性、可接受性、可用性和有效性。受训者通过实时非语言提示、成绩单审查和针对预先指定的理论学习目标的绩效评估来与虚拟客户重复练习他们的临床技能。在三个模拟中，至少有 86 个。4% 的学生完成了所需的协议并完成了 M = 468.95 (SD = 178.27) 分钟的模拟课程。学生在所有模拟中提高了他们的分数（范围 0 到 100），从 M = 63.41 (SD = 11.13) 到 M = 93.64 (SD = 3.24)。学生们发现这些模拟是可以接受的，具有很强的可用性。配对样本 t 检验显示，在完成模拟后，学生在一般临床技能、探索技能、洞察力和行动技能方面报告了更高的自我效能感（所有 p < 0.001）。学生们报告说，从模拟中学到的临床技能转化为在实地实习期间与现实世界客户的成功互动。