Observational learning in simulation-based social work education: comparison of interviewers and observers

ABSTRACT

Simulation-based learning is gaining attention in social work education. While research suggests clear pedagogical benefits for those who engage simulated clients as interviewers, little is known about the learning processes among observers of simulation teaching. Using social learning and social cognitive theories as a theoretical framework, we examined observational learning in simulation by comparing the experiences of students who participated as an interviewer versus students who participated as an observer. An online survey was administered to Bachelor and Master of Social Work students (N = 66) to collect quantitative and qualitative responses (N = 107) about their learning experience from the perspective of either an interviewer or an observer. Quantitative analyses revealed that interviewers perceived simulation with SCs to be more beneficial to their clinical learning compared to observers. No other differences were found between the two groups. A thematic analysis of qualitative data showed the following three unique learning processes among observers: (1) emotional distance from practice, (2) observation of the relationship between theory and practice, and (3) vicarious learning from peers. Results suggest that educators leverage student learning opportunities in observing roles and actively engage them during simulation debriefing sessions. Implications for simulation-based education and further research are discussed.

KEYWORDS:

• Simulation
• social work education
• social learning
• Bandura
• observational learning
• vicarious learning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Kenta Asakura

Kenta Asakura is an Associate Professor at Carleton University School of Social Work. He is also the Director of SIM Social Work Research Lab.

Barbara Lee

Barbara Lee is an Assistant Professor at The University of British Columbia School of Social Work.

Katherine Occhiuto

Katherine Occhiuto a Doctoral candidate at Carleton University School of Social Work.

Toula Kourgiantakis

Toula Kourgiantakis is an Assistant Professor, Teaching Stream, at Factor-Inwentash Faculty of Social Work, University of Toronto.