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