Designing and Conducting Healthcare Simulations: Contributions From Social Work
Bibliographic record
Abstract
Spurred on by medical education, the last decade has seen a steady increase in simulation-based teaching, learning, and student assessment in social work. Using professional actors trained to portray realistic client scenarios, social work students are afforded risk-free opportunities to rehearse and develop various competencies in working with these simulated patients (SP). This pedagogy is particularly relevant for social work students and practitioners because of the highly vulnerable and marginalized nature of the clients they work with (e.g., suicide intervention, child protection decision-making). In this editorial, we briefly discuss the competency frameworks respectively designed for medicine and other healthcare professionals as well as social work. We highlight ways in which simulation educators might design teaching, learning, and student assessment in preparing healthcare professionals for holistic competence. In doing so, this editorial articulates contributions of social work to broader healthcare simulation education.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.013 | 0.045 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.006 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.001 | 0.006 |
| Research integrity | 0.005 | 0.007 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".