Abstract
ABSTRACT In this qualitative study, we consider student experiences with and perceptions of teaching methods that are clinical skill-based (e.g., simulation role plays). Focus groups included Master of Social Work students (N = 40) from six universities in the United States. A framework-guided content analysis was used and revealed four discussion areas: (a) classroom-based opportunities for practice observation and feedback, (b) field-based opportunities for practice observation and feedback, (c) other methods such as standardized patient simulations and computer simulations, and (d) attitudes about these methods. Experiences were quite diverse with classroom-based clinical role plays being the most common. Attitudes were generally positive. Student reflections on their experiences yielded several teaching recommendations specific to preparation, the nature of the simulated client role, and feedback.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
