Download - Evaluating Learning Using Vignettes Gillian MacIntyre Pam Green Lister Glasgow School of Social Work
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?
Vignettes are used to test how students’ demonstrate the necessary skills, knowledge and values informed by research
The use of vignettes in previous research
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
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)
Data Collection
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
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
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
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
Changes in students’ approach to vignette one
Not at all Some evidence
Very
% Tim
e One
% Tim
e Two
% Tim
e One
% Time Two
% Tim
e One
% Time Two
N
Descriptive 8.1 12.2 48.6 64.9 43.2 23.0 74
Analytic 51.4 21.6 45.9 54.1 2.7 24.3 74
Reflective 77.0 50.0 23.0 28.4 0.0 21.6 74
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
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
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
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
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