Student-Led Multidisciplinary Team Case Conferences: A Reflective Narrative from a Social Work Student Perspective
Keywords:
Multidisciplinary, Bachelor of Social Work, Australian social work education, Experiential Learning, Student placement, critically reflective practiceAbstract
This reflective narrative article presents an analysis of student-led Multi-Disciplinary Team
(MDT) case conferences from my perspective as a social work student completing a first
placement in the social work clinic, in an on-campus multi-disciplinary allied health clinic at
Griffith University in Queensland. I discuss how these conferences enhanced critical thinking
and communication skills, as well as the broader implications for practice. I draw on my own
experiences and observations to illustrate the collaborative nature of these conferences and
recognise participating in student-led case conferences is effective for developing holistic problem solving skills and interprofessional collaboration, as illustrated through an experiential lens.
References
Amerstorfer, C. M., & Freiin von Münster-Kistner, C. (2021). Student perceptions of academic engagement and student-teacher relationships in problem-based learning. Frontiers in psychology, 12(713057). https://doi.org/10.3389/fpsyg.2021.713057
Bertel, L.B., Winther, M., Routhe, H.W. and Kolmos, A. (2022), Framing and facilitating complex problem-solving competences in interdisciplinary megaprojects: an institutional strategy to educate for sustainable development, International Journal of Sustainability in Higher Education, 23(5), pp. 1173-1191. https://doi.org/10.1108/IJSHE-10-2020-0423
Boshoff, K., Murray, C., Worley, A., & Berndt, A. (2020). Interprofessional education placements in allied health: a scoping review. Scandinavian Journal of Occupational Therapy, 27(2), pp. 80–97. https://doi.org/10.1080/11038128.2019.1642955
Briggs, L., & Fronek, P. (2020). Student experiences and perceptions of participation in student-led health clinics: A systematic review, Journal of Social Work Education, 56(2), pp. 238-259. https://doi.org/10.1080/10437797.2019.1656575
Bronstein, L. R. (2003). A model for interdisciplinary collaboration. Social Work, 48(3), pp. 297–306. https://doi.org/10.1093/sw/48.3.297
Chenoweth, L., & McAuliffe, D. (2021). The road to social work and human service practice. 6th ed. , pp. 142-303, Cengage.
Cleak, H., & Wilson, J. (2022). Making the most of field placement. 5th ed, p.87. Cengage.
Craig, S. L., Eaton, A. D., Belitzky, M., Kates, L. E., Dimitropoulos, G., & Tobin, J. (2020).
Empowering the team: A social work model of interprofessional collaboration in hospitals. Journal of Interprofessional Education & Practice, 19, https://doi.org/10.1016/j.xjep.2020.100327
Fook, J. (2022). Social work : a critical approach to practice, 6th ed, SAGE.
Hodge, P., Wright, S., Barraket, J., Scott, M., Melville, R., & Richardson, S. (2011). Revisiting “how we learn” in academia: Practice-based learning exchanges in three Australian universities. Studies in Higher Education, 36(2), pp. 167–183. https://doi.org/10.1080/03075070903501895
Isaak, J., Devine, M., Gervich, C., & Gottschall, R. (2018). Are we experienced? Reflections on the SUNY experiential learning mandate. Journal of Experiential Education, 41, pp. 23–38. https:// doi.org/10.1177/1053825917740377
Kurt, S. (2022). Kolb’s experiential learning theory & learning styles. Teaching & Learning. https://educationaltechnology.net/kolbs-experiential-learning-theory-learning-styles/
Lamas, E., Maria, A., & Gomes, M. (2010). Didactics–promoting collaborative work and personal learning environment. Critical, creative, and autonomous roles in a competitive society. https:// dugi-doc.udg.edu/bitstream/handle/10256/2939/398.pdf?sequence=1
Morris, T. H. (2019). Self-directed learning: A fundamental competence in a rapidly changing world. International Review of Education, 65(4), pp. 633–653. https://doi.org/10.1007/s11159- 019-09793-2
Morris, T. H. (2020). Experiential learning – a systematic review and revision of Kolb’s model. Interactive Learning Environments, 28(8), pp. 1064-1077, https://doi.org/10.1080/10494820.2019.1570279
Strang, J. (2021). Peer-led group supervision a model to support and inspire social work students to be ‘active discoverers and constructors of their own knowledge’. The Journal of Practice Teaching and Learning, 18(3). https://doi.org/10.1921/jpts.v18i3.1167
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Copyright © Australian & New Zealand Social Work and Welfare Education and Research
This work is licensed under a Creative Commons Attribution 4.0 International License.
Advances in Social Work & Welfare Education by Australian and New Zealand Social Work and Welfare Education and Research (ANZSWWER) is licensed under CC BY 4.0
