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Evaluating Learning Using Vignettes

Evaluating Learning Using Vignettes . Gillian MacIntyre Pam Green Lister Glasgow School of Social Work. Introduction. Our use of vignettes was: Based on pilot work in Scotland Evaluation of the social work degree qualification in England . Why use vignettes?.

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Evaluating Learning Using Vignettes

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  1. Evaluating Learning Using Vignettes Gillian MacIntyre Pam Green Lister Glasgow School of Social Work

  2. Introduction • Our use of vignettes was: • Based on pilot work in Scotland • Evaluation of the social work degree qualification in England

  3. Why use vignettes? • Vignettes are used to test how students’ demonstrate the necessary skills, knowledge and values informed by research • The use of vignettes in previous research

  4. Developing the vignettes • Two vignettes • Represented children and families, adult services • Consultation with service user and carer advisory group • Students to provide written answers at time one and time two

  5. Development of the vignettes (2) • Vignettes were designed to “test” certain areas • What are the most significant factors for you in this situation? (knowledge) • How might you explain what is going on in this situation? (application of knowledge) • What should happen now in this situation? (Assessment/ analysis) • As a social worker what would you do in this situation? (Action/ Skills) • Why would you do this? (linking theory to practice)

  6. Pilot response rates Administered to PG students prior to going out on placement and again after placement 22 students, time one 20 students, time two 14 direct comparisons at time one and time two DH Evaluation response rates Administered at start and end of programme 222 students, time one 131 students, time two 79 direct comparisons at time one and time two Data Collection

  7. Developing a Framework for Analysis of vignettes • Development of proforma and coding form • Refined using pilot data at a training day • Content of framework for analysis • Scale (emphasised - not mentioned) • Extent to which the account is descriptive, analytic or reflective

  8. Criticality • Describing: answer focuses on stating what is happening and what practical tasks are necessary without giving any reason or undertaking them • Analytic: speculates on what is happening and why; no reason for their relevance is offered • Reflection: draws on theories and knowledge to explain what is happening; consequences of any intervention is discussed

  9. Themes from vignette analysis • Attention to process of relationships • Non-pathologising/ pathologising continuum • Emphasis on helping • Task/ service oriented • Language • Understanding social work role • Use of theory • Personal/ situation continuum • Awareness of social/ structural/ political issues • Attention to risk and prioritising • Added at time two - service user and carer involvement

  10. Changes in students’ approach to vignette one

  11. Changes in approach to vignette one • Time one: • 33 % of answers mentioned social exclusion or normalisation • 68% mentioned independence and ascertaining David’s wants • 80% made no mention of establishing a relationship • Time two: • 78% mentioned social exclusion or normalisation • Little change in mention of establishing a relationship

  12. Example of change between time one and time two • Theme: emphasis on helping • T1 - rush to resolve problems and helping, less attention to wider context, less recognition of potential complexities • T2 - shift in students’ emphasis in recognising potential impact of learning disabilities, recognition of complexity of situations

  13. Discussion • Evidence of change over time in development of skills • Movement from reactive helper to a more discerning, reflective practitioner • Shown by: more consideration to wider context, greater appreciation of implications of intervention, more awareness of policy and legislation

  14. Reflections: Advantages • Enables research to be carried out with relatively large numbers of students • Allows students’ to reflect on their learning • Less intrusive than observing practice • Thought-provoking exercise, cant get enough practice, needs more time to do it justice • I found the task helpful for myself to give me a set time to think about the issues and to come up with ideas for intervention

  15. Reflections: Challenges • Time consuming for students • Attrition rates • Inter-rater reliability • Subjectivity and complexity in terms of isolating and attributing factors that contribute to learning

  16. Considerations for future research • Incorporation of self-evaluation • Service user and carer involvement Further discussion in workshop this afternoon…!

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