The COVID-19 pandemic necessitated an abrupt conclusion of field placement for social work interns at a comprehensive cancer center. In response to social distancing requirements, social workers, but not interns, were granted access to work remotely. Virtual programming became necessary to meet the interns’ remaining educational requirements and provided an opportunity for proper termination from the program. This article will delineate the program redesign for oncology social work interns using remote/virtual modalities. This melded approach involved creating simulated clinical interactions, based on selected points along the illness trajectory targeting specific clinical competencies, which were presented to interns by phone and/or videoconference. Examples will be provided related to developing clinical skills and critical thinking and preparing for professional responsibilities within a broad range of healthcare settings. Guidelines for working with individuals, couples/families, and groups will be included. Issues of individual and group supervision will be explored, with sensitivity to the parallel experience of existential uncertainty and mortality awareness among the interns in the context of the pandemic. Although in-person training is preferable, there are advantages to virtual learning for both supervisors and interns. This creative adaptation of field education provides an innovative programming model that can be used to enhance the experience for social work interns moving forward in various healthcare settings during ordinary or extraordinary circumstances.

COVID-19 大流行导致在综合癌症中心突然结束社会工作实习生的实地安置。为了应对社交距离的要求，社会工作者（而非实习生）获准远程工作。虚拟编程成为满足实习生剩余教育要求的必要条件，并提供了适当终止该计划的机会。本文将描述使用远程/虚拟方式为肿瘤学社会工作实习生重新设计的程序。这种融合方法涉及创建模拟临床交互，基于针对特定临床能力的疾病轨迹上的选定点，这些点通过电话和/或视频会议呈现给实习生。将提供与发展临床技能和批判性思维以及准备在广泛的医疗保健环境中承担专业责任相关的示例。将包括与个人、夫妻/家庭和团体合作的指南。将探讨个人和团体监督的问题，同时对大流行背景下实习生存在的不确定性和死亡率意识的平行经验敏感。尽管面对面培训更可取，但虚拟学习对主管和实习生都有好处。这种对现场教育的创造性改编提供了一种创新的编程模型，可用于增强社会工作实习生在普通或特殊情况下在各种医疗保健环境中前进的经验。