ABSTRACT

Simulation-based learning is gaining attention in social work education. While research suggests clear pedagogical benefits for those who engage simulated clients as interviewers, little is known about the learning processes among observers of simulation teaching. Using social learning and social cognitive theories as a theoretical framework, we examined observational learning in simulation by comparing the experiences of students who participated as an interviewer versus students who participated as an observer. An online survey was administered to Bachelor and Master of Social Work students (N = 66) to collect quantitative and qualitative responses (N = 107) about their learning experience from the perspective of either an interviewer or an observer. Quantitative analyses revealed that interviewers perceived simulation with SCs to be more beneficial to their clinical learning compared to observers. No other differences were found between the two groups. A thematic analysis of qualitative data showed the following three unique learning processes among observers: (1) emotional distance from practice, (2) observation of the relationship between theory and practice, and (3) vicarious learning from peers. Results suggest that educators leverage student learning opportunities in observing roles and actively engage them during simulation debriefing sessions. Implications for simulation-based education and further research are discussed.

摘要

基于模拟的学习在社会工作教育中越来越受到关注。虽然研究表明那些让模拟客户作为面试官的人有明显的教学好处，但对模拟教学观察者的学习过程知之甚少。使用社会学习和社会认知理论作为理论框架，我们通过比较作为采访者参与的学生与作为观察者参与的学生的经历来检验模拟中的观察学习。对社会工作学士和硕士学生（N = 66）进行了一项在线调查，以从采访者或观察者的角度收集关于他们学习经历的定量和定性回答（N = 107）。定量分析表明，与观察者相比，访问者认为使用 SC 进行模拟更有利于他们的临床学习。两组之间没有发现其他差异。定性数据的主题分析表明，观察者之间存在以下三个独特的学习过程：（1）与实践的情感距离，（2）理论与实践之间关系的观察，以及（3）同伴的替代学习。结果表明，教育工作者利用学生的学习机会观察角色，并在模拟汇报会上积极参与。讨论了基于模拟的教育和进一步研究的意义。定性数据的主题分析表明，观察者之间存在以下三个独特的学习过程：（1）与实践的情感距离，（2）理论与实践之间关系的观察，以及（3）同伴的替代学习。结果表明，教育工作者利用学生的学习机会观察角色，并在模拟汇报会上积极参与。讨论了基于模拟的教育和进一步研究的意义。定性数据的主题分析表明，观察者之间存在以下三个独特的学习过程：（1）与实践的情感距离，（2）理论与实践之间关系的观察，以及（3）同伴的替代学习。结果表明，教育工作者利用学生的学习机会观察角色，并在模拟汇报会上积极参与。讨论了基于模拟的教育和进一步研究的意义。