ERIC Number: EJ1159457
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Bridging Class and Field: Field Instructors' and Liaisons' Reactions to Information about Students' Baseline Performance Derived from Simulated Interviews
Bogo, Marion; Lee, Barbara; McKee, Eileen; Ramjattan, Roxanne; Baird, Stephanie L.
Journal of Social Work Education, v53 n4 p580-594 2017
To strengthen students' preparation for engaging in field learning, an innovation was implemented to teach and assess foundation-year students' performance prior to entering field education. An Objective Structured Clinical Examination informed the final evaluation of students' performance in two companion courses on practice theory and skills. The evaluation was used by field instructors and students to develop the field learning plan. This article reports on a qualitative study that examined field instructors' and faculty field liaisons' experiences and reactions to using this new approach and its impact in shaping students' field learning goals. Implications for supporting adoption of innovations that strengthen the link between classroom and field teaching are offered, including new institutional policies that resulted from ongoing evaluation.
Descriptors: Qualitative Research, Teaching Methods, Higher Education, Social Work, Experiential Learning, Graduate Study, Foreign Countries, Simulation, Observation, Skill Development, Self Esteem, Employment Qualifications, Educational Innovation, Semi Structured Interviews, Online Surveys, Theory Practice Relationship, Focus Groups, Competence, Coding
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Canada (Toronto)
Grant or Contract Numbers: N/A