The Importance of Feedback in Preparing Social Work Students for Field Education
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.
KeywordsFeedback Field education Supervision Social work education Simulation-based learning
- Anderson, J. R. (2005). Cognitive psychology and its implications (8th ed.). New York: Macmillan.Google Scholar
- Bernard, J. M., & Goodyear, R. K. (1998). Fundamentals of clinical supervision (pp. 152–176). Boston: Allyn & Bacon.Google Scholar
- Bogo, M. (2010). Achieving competence in social work through field education. Toronto, ON: University of Toronto Press.Google Scholar
- Bogo, M., Rawlings, M., Katz, E., & Logie, C. (2014). Using simulation in assessment and teaching: OSCE Adapted for social work (Objective Structured Clinical Examination). Alexandria, VI: CSWE.Google Scholar
- Bogo, M., Lee, B., McKee, E., Ramjattan, R., & Baird, S., L. (2017). Bridging class and field: Field instructors’ and liaisons’ reactions to information about students’ baseline performance derived from simulated interviews. Journal of Social Work Education, 53(4), 580–594. https://doi.org/10.1080/10437797.2017.1283269.CrossRefGoogle Scholar
- Council on Social Work Education. (2015). Educational policy and accreditation standards (EPAS). Alexandria, VA: Author. Retrieved from http://www.csocialworke.org/file.aspx?id=81660.
- Council on Social Work Education. (2015). Report of the CSWE Summit on Field Education 2014. Alexandria, VA: CSWE. Retrieved from http://www.cswe.org/CMSPages/GetFile.aspx?guid=56b3d093-68c1-4558-9af9-b742dc93230.
- Ellison, M. L. (1994). Critical field instructor behaviors: Student and field instructor views. Arete, 18(2), 12–20.Google Scholar
- Kourgiantakis, T., Bogo, M., & Sewell, K. M. (in press). Practice Fridays: Using simulation to develop holistic competence. Journal of Social Work Education.Google Scholar
- Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.Google Scholar
- Siegel, D. (2006). An interpersonal neurobiological approach to psychotherapy. Psychiatric Annals 36(4), 248–256Google Scholar
- Stoltenberg, C. D., & McNeill, B. W. (2010). IDM supervision: An integrative developmental model of supervision. New York: Taylor & Francis GroupGoogle Scholar