Citation

Asakura K, Occhiuto K, Tarshis S, Dubrowski A. Cureus 2021; 13(7): e16193.

Copyright

(Copyright © 2021, Curēus)

DOI

10.7759/cureus.16193

PMID

34367797

PMCID

PMC8336964

Abstract

Spurred on by medical education, the last decade has seen a steady increase in simulation-based teaching, learning, and student assessment in social work. Using professional actors trained to portray realistic client scenarios, social work students are afforded risk-free opportunities to rehearse and develop various competencies in working with these simulated patients (SP). This pedagogy is particularly relevant for social work students and practitioners because of the highly vulnerable and marginalized nature of the clients they work with (e.g., suicide intervention, child protection decision-making). In this editorial, we briefly discuss the competency frameworks respectively designed for medicine and other healthcare professionals as well as social work. We highlight ways in which simulation educators might design teaching, learning, and student assessment in preparing healthcare professionals for holistic competence. In doing so, this editorial articulates contributions of social work to broader healthcare simulation education.

Language: en

Keywords

competence; social work; healthcare simulation; meta-competencies; simulation education