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

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.

Notes

¹ In previous studies, social work researchers have referred to embedded participants as standardized clients, standardized patients, and actors. Using mixed terminology to address the same concept is problematic in simulation literature; simulation experts recommend using consistent terminology to enhance communication and clarity for health care simulationists (Lopreiato et al., 2016). In this article, the authors use embedded participant in order to extend the knowledge from social work students in a dyadic OSCE to other disciplines.

Additional information

Notes on contributors

Tee R. Tyler

Tee R. Tyler is an assistant professor at Texas Christian University.

Ashley E. Franklin

Ashley E. Franklin is an assistant professor of nursing at Texas Christian University.