This issue’s “What We’re Reading” section is dedicated to the writings of Marion Bogo. The editors selected some of their favorite articles for summarization. All are co-authored by Bogo, as collaboration has always been a hallmark of her work. Written over the course of the last decade, these articles reflect the richness of her innovative thinking in the area of social work field education pedagogy, especially on the use of simulation as a methodology.

Bogo, M., Kourgiantakis, T., Burns, D., King, B., & Lee, E. (2020). Guidelines for advancing clinical social work practice through articulating practice competencies: The Toronto Simulation Model. Clinical Social Work Journal, 49, 117–127.

This recent scholarship from Bogo et al. makes the case that simulation is a powerful educational methodology for teaching social work practice. The article describes the Toronto Simulation Model, and illustrates how the use of simulation can help to both teach and identify generalist- and specialized-level social work competencies. Bogo’s seminal thinking on simulation and holistic competency provides a framework for the article.

Beginning with an explanation of the competence and metacompetence components of holistic competence, the article goes on to provide an explanation of the Toronto Simulation Model. The authors describe how to apply holistic competency frameworks in a multistep iterative process for the design of classroom simulations.

The process for designing three simulation scenarios is described in detail. These scenarios are: engaging older adults who are victims of elder abuse; managing the disclosure of high-risk behaviors while tending to the treatment alliance with adolescents; and applying evidence-based practices with adults seeking mental health treatment. Existing literature, practice wisdom, research, and practice modeling by current practitioners are utilized for scenario design.

A useful table illustrates the scenario pertaining to therapeutic work with adolescents. The table identifies the competences represented in the scenario, the practice components for each competence, and the skills associated with the competence. The authors’ method of analyzing each competency is a comprehensive and valuable approach for decoding the component parts of a social work competency.

Bogo et al. conclude that the dimensions of holistic competence can map onto social work practice and be taught and assessed through simulations.

Logie, C., Bogo, M., Regehr, C., & Regehr, G. (2013). A critical appraisal of the use of standardized client simulations in social work education. Journal of Social Work Education, 49(1), 66–80.

This 2013 work of Bogo’s highlights the scholar’s collaborative approach and critical lens in identifying and evaluating innovative methods to advance social work education and best prepare students to be competent social workers. The article assesses the effectiveness of simulation training, used for decades in the medical field, as a viable teaching and assessment strategy for social work students. The authors evaluated 18 studies and found overall benefits to the use of simulation training, including increased student confidence and competence. While Bogo et al. noted the limitations of the study, including generalization challenges, they contend that further development and evaluation are indicated in this promising area.

In addition to the findings, three significant themes within social work education emerged that extend beyond the focus of this single article. These include the critical need for social work educators to work in collaboration to advance the field, to consider the implications of centering student satisfaction over performance, and to demonstrate the essential commitment and action required to integrate diversity, equity, and inclusion across the curriculum. Connecting the need in one area to the entirety of social work education is symbolic of Bogo’s exemplary impact on the field, a challenge posed almost a decade ago that remains relevant today.

Bogo, M., Lee, B., McKee, E., Ramjattan, R., & Baird, S. L. (2017). Bridging class and field: Field instructors’ and liaisons’ reactions to information about students’ baseline performance derived from simulated interviews. Journal of Social Work Education, 53(4), 580–594.

In this article, Bogo et al. sought to examine field instructors’ and liaisons’ reactions to the effectiveness of tools used to measure students’ baseline performance using simulations. Students’ competence was assessed using two measures: the Objective Structured Clinical Exam (OSCE) and the Social Work Practice Laboratory Evaluation Summary (LES). These tools were used to measure the efficacy of simulations to teach, to assess learning, and to bridge students’ classroom learning to practice skills in field.

The vast majority of participants agreed that the tools, while not perfect, were effective starting points in assessing student competence, developing a baseline, and providing valuable information in supporting the development of students’ practice skills. All participants offered recommendations, which included clarifying learning objectives and offering more orientation to connecting theory to practice and to pre- and post-use of the measurements. The authors recommended that field departments create materials to clarify terms relating to competencies and practice behaviors. Given the overall positive response from both field instructors and liaisons, Bogo et al. asserted a degree of confidence that using these tools to establish a baseline competency of student performance may be an effective way to bridge field and the learning derived from classroom simulations.