Abstract
Spurred on by medical education, the last decade has seen a steady increase in simulation-based teaching, learning, and student assessment in social work. Using professional actors trained to portray realistic client scenarios, social work students are afforded risk-free opportunities to rehearse and develop various competencies in working with these simulated patients (SP). This pedagogy is particularly relevant for social work students and practitioners because of the highly vulnerable and marginalized nature of the clients they work with (e.g., suicide intervention, child protection decision-making). In this editorial, we briefly discuss the competency frameworks respectively designed for medicine and other healthcare professionals as well as social work. We highlight ways in which simulation educators might design teaching, learning, and student assessment in preparing healthcare professionals for holistic competence. In doing so, this editorial articulates contributions of social work to broader healthcare simulation education.
Highlights
Working with individuals, families, and communities, social workers collaborate with clients to address presenting concerns through assessment, diagnosis, treatment, and evaluation [1]
We aim to briefly discuss competency frameworks respectively designed for healthcare and social work
This is not surprising or always problematic given that historically simulation was focused on the very technical nature of medicine and other healthcare practices situated in a biomedical culture
Summary
Families, and communities, social workers collaborate with clients to address presenting concerns through assessment, diagnosis, treatment, and evaluation [1]. Simulations have been increasingly employed as pedagogical approaches to training students before they begin their field placements [4] In this editorial, we aim to briefly discuss competency frameworks respectively designed for healthcare (e.g., canMEDS 2015 for medicine) and social work (e.g., holistic competence). We aim to briefly discuss competency frameworks respectively designed for healthcare (e.g., canMEDS 2015 for medicine) and social work (e.g., holistic competence) Through this discussion, we highlight the contributions social work's holistic and integrated understandings of healthcare can offer to a broader field of simulation-based education
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