ABSTRACT In this paper, we review the results of a qualitative thematic analysis exploring student reflections during an Objective Structured Clinical Examination Adapted for Social Work (OSCE-SW). Students interfaced with embedded participants representing either a parent-bisexual child or parent-transgender child dyad during a study examining learning outcomes. The analysis resulted in two reflection themes: complex process and different perspectives on engagement. We outline the importance of preparing students to serve LGBTQ clients and using reflective practices. This paper concludes with a discussion about applying the findings of this study to future simulations.

中文翻译：

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具有针对社会工作的二元目的结构化临床考试（OSCE）的学生思考

摘要在本文中，我们回顾了定性主题分析的结果，该研究探讨了针对社会工作的客观结构化临床考试（OSCE-SW）中学生的反思。在研究学习成果的研究中，学生与代表父母双性恋儿童或父母变性儿童双性恋的嵌入式参与者互动。分析得出了两个反思主题：复杂的过程和不同的参与视角。我们概述了为学生准备服务LGBTQ客户和使用反思性实践的重要性。本文最后讨论了将本研究的结果应用于未来的模拟。