Bridging Class and Field: Field Instructors’ and Liaisons’ Reactions to Information About Students’ Baseline Performance Derived From Simulated Interviews

Marion Bogo,Barbara Lee,Eileen Mckee,Roxanne Ramjattan,Stephanie L Baird

doi:10.1080/10437797.2017.1283269

Abstract

ABSTRACTTo 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.

Highlights

Bridging class and field: Field instructors’ and liaisons’ reactions to information about students’ baseline performance derived from simulated interviews
This paper reports on field instructors’ and liaisons’ experiences and reactions to the use of the Social Work Practice Lab Evaluation Summary (LES) when students began their field education experience
The themes derived from the one-on-one interviews and online survey with field instructors, as well as the focus group discussion with liaisons include: 1) variability in initial knowledge of the Laboratory Evaluation Summary (LES)/Objective Structured Clinical Examination (OSCE), 2) establishing baseline competency, 3) pre- and postOSCE requests, 4) ambivalence about the innovation, and 5) recommendations for improvement

Summary

Introduction

Bridging class and field: Field instructors’ and liaisons’ reactions to information about students’ baseline performance derived from simulated interviews. 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 rP. An Objective Structured Clinical Examination (OSCE) informed the final evaluation of students’ performance in two companion courses on practice theory and skills. This paper reports on a qualitative study that examined field instructors’ and faculty field liaisons’ experiences and ee 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. The economic conditions facing organizations contribute to significant limitations in

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Conclusion