Formative Assessment and Learning in a Parent–Bisexual Child Dyadic OSCE-SW

Abstract

ABSTRACT We investigated the feasibility of a formative objective structured clinical examination adapted for social work (OSCE-SW) with a parent–bisexual child dyad and evaluated self-efficacy and performance learning outcomes for undergraduate social work students. Eighteen undergraduate students participated in a simulation involving two embedded participants. Participants received an average score of 35.7 out of 50 potential points on the performance rating scale during a 15-min OSCE-SW scenario. We observed no change in self-efficacy before and after the OSCE-SW experience. The authors recommend implementing additional dyadic OSCE-SW scenarios, including scenarios focused on parent–bisexual child relationships and other types of marginalized dyadic relationships.