The Importance of Feedback in Preparing Social Work Students for Field Education
TL;DR: In this paper, the authors examined the role of feedback in student learning using a simulation-based learning activity aimed at developing holistic competence in the classroom to prepare students for field learning and identified four themes that described the impact of feedback on student learning: feedback enhanced knowledge, feedback improved skills, feedback developed professional judgment, and feedback increased self-reflection.
Abstract: Feedback is an important mechanism that enhances student learning in supervision and field education. Constructive feedback that is specific, timely, and based on observations; bridges theory and practice, enhances self-awareness, and builds holistic competence in social work students. There is scant social work research examining how this teaching mechanism facilitates student learning. In this qualitative study we examined the role of feedback in student learning using a simulation-based learning activity aimed at developing holistic competence in the classroom to prepare students for field learning. The study examined the impact of feedback on student learning and the key elements that facilitated learning related to feedback. We identified four themes that described the impact of feedback on student learning: (1) feedback enhanced knowledge, (2) feedback improved skills, (3) feedback developed professional judgment, and (4) feedback increased self-reflection. The processes influencing the impact of feedback were the source of the feedback, type of feedback given, and delivery of feedback. The results deepen our understanding of feedback as a learning mechanism with implications for field education.
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01 Jan 1999
TL;DR: In this article, the authors show that expert and exceptional performance are mediated by cognitive and perceptual-motor skills and by domain-specific physiological and anatomical adaptations, and that the highest levels of human performance in different domains can only be attained after around ten years of extended, daily amounts of deliberate practice activities.
Abstract: Expert and exceptional performance are shown to be mediated by cognitive and perceptual-motor skills and by domain-specific physiological and anatomical adaptations. The highest levels of human performance in different domains can only be attained after around ten years of extended, daily amounts of deliberate practice activities. Laboratory analyses of expert performance in many domains such as chess, medicine, auditing, computer programming, bridge, physics, sports, typing, juggling, dance, and music reveal maximal adaptations of experts to domain-specific constraints. For example, acquired anticipatory skills circumvent general limits on reaction time, and distinctive memory skills allow a domain-specific expansion of working memory capacity to support planning, reasoning, and evaluation. Many of the mechanisms of superior expert performance serve the dual purpose of mediating experts' current performance and of allowing continued improvement of this performance in response to informative feedback during practice activities.
115 citations
TL;DR: A scoping review that synthesized empirical studies on simulation in social work (SW) education identified several facilitators and barriers to using simulation effectively for teaching and assessment and identified emerging best practices that can be used to guide teaching.
Abstract: Purpose:This article presents a scoping review that synthesized empirical studies on simulation in social work (SW) education. The review maps the research examining characteristics of simulation s...
72 citations
01 Apr 2010
TL;DR: In this article, the authors developed understanding and defined the concept of simulated learning as a strategy used in the education of undergraduate nursing students and identified antecedents, critical attributes and consequences as a basis to stimulate further research, development and understanding.
Abstract: Simulation is increasingly referred to in the nursing literature and its use in healthcare has developed dramatically over the past decade. Whilst the concept of simulation is not new, there is now a greater emphasis on its use in nurse education (Murray et al., 2008). The purpose of this article is to develop understanding and define the concept of simulated learning as a strategy used in the education of undergraduate nursing students. The analysis outlined in this paper was guided by a systematic process of studying a concept presented by Walker and Avant (2005). The analysis sought to identify how the concept of simulation is interpreted in the existing literature printed in English and retrieved from databases (Medline, CINAHL, PubMed, and Cochrane Library), internet search engines (GoogleScholar) and hand searches. The definition offered is a work in progress and presents a theoretically grounded understanding of what simulated learning currently represents. The identified antecedents, critical attributes and consequences are presented as a basis to stimulate further research, development and understanding.
31 citations
TL;DR: Simulation-based learning (SBL) is an innovative experiential teaching method where students and instructors interact with a simulated client to foster students' holistic competence in practice.
Abstract: Simulation-based learning (SBL) is an innovative experiential teaching method where students and instructors interact with a simulated client to foster students’ holistic competence in practice. Co...
27 citations
Cites background or methods from "The Importance of Feedback in Prepa..."
...…learning can be used (1) to enhance students’ knowledge and skills in mental health social work practice, (2) to guide students’ critical reflections to improve their learning in social work practice; and (3) to develop greater self-awareness and selfregulation (Kourgiantakis et al., 2019, 2019)....
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...…with a trained actor portraying a client in case scenarios closely resembling practice situations; and (2) instructors have an opportunity to directly observe students’ practice, provide focused feedback, and guide them to critically reflect on their performance (Kourgiantakis et al., 2019, 2019)....
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...Social work educators have been using SBL to teach generalist competencies (Dennison, 2011; Kourgiantakis et al., 2019), as well as specialized competencies in areas such as, health care (Craig, McInroy, Bogo, & Thompson, 2017), gerontology (Gellis & Kim, 2017), family therapy (Mooradian, 2007),…...
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...Simulation scholars (Kourgiantakis et al., 2019, 2019) note that the immediate in-class feedback is a place where ‘learning is most expected to occur’ (Craig et al., 2017, p. 549) when using simulation....
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TL;DR: In this article, social workers play a critical role in assessing and treating individuals and families with mental health and addiction concerns, although social workers are key professionals in the mental health field.
Abstract: Social workers play a critical role in assessing and treating individuals and families with mental health and addiction concerns. Although social workers are key professionals in the mental health ...
15 citations
References
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TL;DR: A theoretical framework is proposed that explains expert performance in terms of acquired characteristics resulting from extended deliberate practice and that limits the role of innate (inherited) characteristics to general levels of activity and emotionality.
Abstract: because observed behavior is the result of interactions between environmental factors and genes during the extended period of development. Therefore, to better understand expert and exceptional performance, we must require that the account specify the different environmental factors that could selectively promote and facilitate the achievement of such performance. In addition, recent research on expert performance and expertise (Chi, Glaser, & Farr, 1988; Ericsson & Smith, 1991a) has shown that important characteristics of experts' superior performance are acquired through experience and that the effect of practice on performance is larger than earlier believed possible. For this reason, an account of exceptional performance must specify the environmental circumstances, such as the duration and structure of activities, and necessary minimal biological attributes that lead to the acquisition of such characteristics and a corresponding level of performance. An account that explains how a majority of individuals can attain a given level of expert performance might seem inherently unable to explain the exceptional performance of only a small number of individuals. However, if such an empirical account could be empirically supported, then the extreme characteristics of experts could be viewed as having been acquired through learning and adaptation, and studies of expert performance could provide unique insights into the possibilities and limits of change in cognitive capacities and bodily functions. In this article we propose a theoretical framework that explains expert performance in terms of acquired characteristics resulting from extended deliberate practice and that limits the role of innate (inherited) characteristics to general levels of activity and emotionality. We provide empirical support from two new studies and from already published evidence on expert performance in many different domains.
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Book•
08 Oct 2014
TL;DR: Anderson as mentioned in this paper constructs a coherent picture of human cognition, relating neural functions to mental processes, perception to abstraction, representation to meaning, knowledge to skill, language to thought, and adult cognition to child development.
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5,315 citations