to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

Educational Research: Competencies for Analysis and Application:

How we Think

How to ... be a reflective practitioner.

The Silence of Mental Health Issues Within University Environments: A Quantitative Study

More than 100 years ago, Osler inspired educators to consider health professions education (HPE) as intricately reliant on patients. Since that time, patient involvement in HPE has taken on many different meanings. The result is a disparate body of literature that is challenging to search, making it difficult to determine how to continue to build knowledge in the field. To address this problem, we conducted a review of the literature on patient involvement in HPE using a meta-narrative approach. The aim of the review was to synthesize how questions of patient involvement in HPE have been considered across various research traditions and over time. In this paper, we focus on three scholarly communities concerned with various interpretations of patient involvement in HPE—patient as teachers, real patients as standardized patients, and bedside learning. Focus on these three research communities served as a way to draw out various meta-narratives in which patients are thought of in particular ways, specific rationales for involvement are offered, and different research traditions are put to use in the field. Attending to the intersections between these meta-narratives, we focus on the potentially incommensurate ways in which “active” patient engagement is considered within the broader field and the possible implications. We end by reflecting on these tensions and what they might mean for the future of patient involvement, specifically patient involvement as part of future iterations of competency based education.

Patient involvement in health professionals’ education: a meta-narrative review

This article addresses the process of developing an educational model for teaching social work with groups in an undergraduate social work degree program in Israel. The model was developed against a backdrop of decreasing status of social group work within the profession and the consequent loss of its unique identity and power in the social work field. The model's aims are to provide the students with the basic principles of social group work, to ensure its place in their professional identity, and to awaken curiosity regarding its use in their future practice as social workers.

Instilling the Soul of Group Work in Social Work Education

This article examines the contribution of partnering with service users to the training of health and welfare professionals in Israel. These professions, while professing a shift to the social model of disability, still practise according to a medical model, which functions to strengthen the legitimacy of the professional and sustain the dependency of their clients. In adopting the social model of disability, we present a new pedagogic model in which social work students engage throughout the course with a co-teacher service user to contest these traditional methods and deconstruct accepted hierarchies. This teaching method focuses on the development of a new therapeutic dialogue within the partnerships created in the classroom, which enables the students and co-teachers to participate in the challenging experience of integrating theoretical knowledge with lived knowledge, thereby contributing to the development of a more inclusive knowledge base.

Deconstructing Hierarchies: A Pedagogical Model with Service User Co-Teachers

This article examines the contribution of older adults as co-researchers to the evaluation of a gerontological social work course. The evaluation was conducted at an Israeli college as part of a collaborative project with a United Kingdom university. Here, we follow the older adults who are service users through their transition to the role of co-researchers and reflect on their experiences in the process. Insights gained by the different stakeholders from the co-researching experience are discussed, and the growing interest in service-user contributions to social work education in various fields such as aging and disabilities is recognized.

Involving Older Adults as Co-researchers in Social Work Education

This article addresses the development of a pedagogic model for teaching social work with groups. The model was developed against a backdrop of the reported decreasing status of social work with groups within the profession. The place of curiosity as a motivating factor in teaching social work with groups is explored and the role of the educator in fostering such interest is addressed.

Curiosity and the Cat: Teaching Strategies That Foster Curiosity

Grounded in the context of the significant differences in service user involvement in social work education and research between the UK and Israel, a joint project between Anglia Ruskin University in the UK and Tel-Hai College in Israel was developed. Its aim was to develop a comparative research methodology to evaluate the outcomes of service user involvement in social work education. A main tenet of our research methodology consisted of partnering with a group of older people who used health and social care services as co-researchers from each country. This co-researching methodology together with the evaluation tools worked effectively in the two respective countries. The key findings highlight that while students in both countries valued the involvement of service users in their training, this occurred more so in Israel, where this is a very new development. Students in both countries developed rich concept maps illustrating the complexity of such an involvement. Yet, while the responses of bo...

Carolyn Gutman

Papers

Instilling the Soul of Group Work in Social Work Education

Deconstructing Hierarchies: A Pedagogical Model with Service User Co-Teachers

Involving Older Adults as Co-researchers in Social Work Education

Curiosity and the Cat: Teaching Strategies That Foster Curiosity

Lessons from a comparative study of user involvement