During the past 20 years, social work education has built a bridge between the classroom and field using client simulation to learn clinical skills. This paper outlines an innovative model of simulation that incorporates LS used to teach motivational interviewing (MI). In addition, guidelines with specific steps for teaching MI with simulation and LS are discussed. Unfortunately, most present day simulation models leave out methods to instruct and supervise students in real time. When implementing clinical simulations there is little opportunity to correct a trainee’s behavior or to practice a new skill at the perfect teachable moment during an interview. This instruction must wait until the interview is finished and the debriefing has begun. With the addition of LS, the simulation experience is enhanced for students as the supervisor is now incorporated as an active participant in the interview. Using LS, the instructor can now direct and even model appropriate clinical responses and interventions. The use of simulation with LS is innovative and builds on social work’s evolving body of simulation-based education and further strengthens this approach. Results of this model suggest that students quickly learn to appreciate the value added of LS to simulation and that clinical skills learned resist decay overtime.

在过去的20年中，社会工作教育使用客户模拟来学习临床技能，在教室和现场之间架起了一座桥梁。本文概述了一种创新的模拟模型，该模型结合了用于教学动机面试（MI）的LS。此外，还讨论了通过仿真和LS教授MI的具体步骤的指导原则。不幸的是，当今大多数模拟模型都缺少实时指导和监督学生的方法。进行临床模拟时，几乎没有机会在面试过程中的最佳教学时间纠正受训者的行为或练习新技能。该指令必须等到面试结束并且开始汇报后才能开始。加上LS 由于督导员已成为面试的积极参与者，因此提高了学生的模拟体验。使用LS，指导教师现在可以指导甚至建模适当的临床反应和干预措施。LS的模拟使用是创新的，它建立在社会工作基于模拟的教育不断发展的基础上，并进一步加强了这种方法。该模型的结果表明，学生可以快速学会欣赏LS在模拟中的附加值，并且所学的临床技能可以抵抗随着时间的推移而衰减。LS的模拟使用是创新的，它建立在社会工作基于模拟的教育不断发展的基础上，并进一步加强了这种方法。该模型的结果表明，学生可以快速学会欣赏LS在模拟中的附加值，并且所学的临床技能可以抵抗随着时间的推移而衰减。LS的模拟使用是创新的，它建立在社会工作基于模拟的教育不断发展的基础上，并进一步加强了这种方法。该模型的结果表明，学生可以快速学会欣赏LS在模拟中的附加值，并且所学的临床技能可以抵抗随着时间的推移而衰减。