Title

Using Technology in Peer Role-Play Assignments to Enhance Competency in Clinical Dyadic Treatment: A Pilot Study

Department/School

Social Work

Date of this version

2014

Document Type

Article

Keywords

multimedia, role-play, technology training, competency-based education

DOI

https://doi.org/10.1080/15228835.2014.885403

Abstract

Using easily accessible technology, I assessed Masters of Social Work students' knowledge and competency in a course dedicated to clinical practice with dyads. Forty students completed the Dyadic Knowledge and Competency Scale before and after a video-recorded role-play assignment. Results of paired t-tests revealed significant improvement from pretest to posttest in knowledge and competency, and qualitative results punctuated role-play and feedback as important means to gain competency in clinical practice with dyads. I discuss implications for competency-based education, and the need for future studies with stronger designs and ongoing attention to technological considerations for using role-play to enhance competencies.

Volume

32

Issue

1/2

Published in

Journal of Technology in Human Services

Citation/Other Information

Peterson, L. T. (2014). Using technology in peer role-play assignments to enhance competency in clinical dyadic treatment: A pilot study. Journal of Technology in Human Services, 32(1/2), 4-21. https://doi.org/10.1080/15228835.2014.885403

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