Student Reflections with a Dyadic Objective Structured Clinical Examination (OSCE) Adapted for Social Work

ABSTRACT

In this paper, we review the results of a qualitative thematic analysis exploring student reflections during an Objective Structured Clinical Examination Adapted for Social Work (OSCE-SW). Students interfaced with embedded participants representing either a parent-bisexual child or parent-transgender child dyad during a study examining learning outcomes. The analysis resulted in two reflection themes: complex process and different perspectives on engagement. We outline the importance of preparing students to serve LGBTQ clients and using reflective practices. This paper concludes with a discussion about applying the findings of this study to future simulations.

KEYWORDS:

• Reflection
• simulation
• OSCE
• bisexual
• transgender

Acknowledgments

Joel Chaverri, LCSW; Tony Erby, PhD, LCSW; D. Lynn Jackson, PhD, LCSW, ACSW; Linda Milburn, LMSW, LCDC; Ronni R. Robinette, LMSW, TxCG; Carol Shelton, LCSW-S; Steffanie Strawbridge, LCSW

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by a grant from the TCU Research and Creative Activities Fund.