A Systematic Review and Meta-Analysis of Simulated Learning's Effects in Social Work Education.
Social work education has increasingly integrated simulated learning, yet there is a scarcity of quantitative syntheses on its effects. This systematic review and meta-analysis examines the effectiveness of simulated learning in social work education based on outcomes from using either live standard...
| Publicado en: | Journal of Social Work Education Vol. 60; no. 1; pp. 115 - 132 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Winter2024
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=175980426&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 175980426 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10437797 SWE jtl: Journal of Social Work Education issn: 10437797 maglogo: Y pubinfo: dt: Winter2024 vid: 60 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 175980426 10.1080/10437797.2023.2236675 ppf: 115 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 437KB tig: atl: A Systematic Review and Meta-Analysis of Simulated Learning's Effects in Social Work Education. aug: au: Zhang, Saijun Stepteau-Watson, Desiree su: Social workers Mental health Social work education Students Educational outcomes Meta-analysis Descriptive statistics Simulation methods in education Systematic reviews Confidence intervals Masters programs (Higher education) sug: subj: Social workers Mental health Social work education Students Offices of Mental Health Practitioners (except Physicians) Other Individual and Family Services Educational outcomes Meta-analysis Descriptive statistics Simulation methods in education Systematic reviews Confidence intervals Masters programs (Higher education) ab: Social work education has increasingly integrated simulated learning, yet there is a scarcity of quantitative syntheses on its effects. This systematic review and meta-analysis examines the effectiveness of simulated learning in social work education based on outcomes from using either live standardized clients (SCs) or virtual clients (VCs). The study indicates a significant positive effect of simulated learning, regardless of client type (SMD = 0.95; 95% CI = 0.61 to 1.29). Subgroup analyses suggest that such learning is more effective with Masters of Social Work students, when utilizing VCs, for mental health assessment learning, in smaller classes, and in recent studies. These findings enhance the evidence base supporting the use of simulated learning in social work education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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