MedEdPORTAL (Sep 2014)
Incorporating Social Work Perspectives into Interprofessional Health Teams: Engaging students in a biopsychosocial assessment of family
Abstract
Abstract Introduction The purpose of the resource is to describe a small-group learning session to expose first-year medical students to social work perspectives in patient care and explore how social workers may be an asset in patient care. The goal is to start preparing students to participate in this interprofessional learning experience and future collaborative work in clinical and community settings. Methods Prior to the session, students complete a module introducing them to the field of social work and review a case provided. The case is based on a true case of a family of four residing in our local communities. Students will have the opportunity to work with similar families in their second- and third-year community home visits. Students prepare an individual response to the case study prior to the session with social work faculty. They then meet with the social group faculty in small groups (8-10 student each) during which time they prepare a plan incorporating social work perspectives. Students complete a pretest prior to completing the module and a posttest after completing the module. Students were then asked to apply their knowledge by reviewing with Social Work Faculty. They are evaluated by the faculty using the Small Group Evaluation Form provided in the Faculty Guide. Students turn in their final case as group work. It is reviewed by medicine faculty for accuracy and completeness, and feedback is provided. Results Students were asked to evaluate the session. Specifically, they were asked if “the Social Work session (moderated by Social Work faculty) was effective and contributed to my understanding of the material.” The mean score was 4.0 out of 5.0 with a Standard Deviation of 0.9. We also saw a 5.79% increase in the posttest after completing the module. Discussion The goal of this resource is to start preparing students to participate in this interprofessional learning experience and future collaborative work in clinical and community settings. The case has been used over the last 3 years with minor modifications in student preparation materials and assignment. Success greatly depends on the proper execution of logistics, space availability and faculty participation.
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