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Jarrett JB, Elmes AT, Keller E, Stowe CD, Daugherty KK. Evaluating the Strengths and Barriers of Competency-Based Education in the Health Professions. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100709. [PMID: 38729616 DOI: 10.1016/j.ajpe.2024.100709] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/09/2022] [Revised: 04/30/2024] [Accepted: 04/30/2024] [Indexed: 05/12/2024]
Abstract
OBJECTIVE This study aimed to define competency-based education (CBE) for pharmacy education and describe how strengths and barriers of CBE can support or hinder implementation. FINDINGS Sixty-five studies were included from a variety of health professions in order to define competency based pharmacy education (CBPE) and identify barriers and benefits from the learner, faculty, institution, and society perspectives. From the 7 identified thematic categories, a CBPE definition was developed: "Competency-based pharmacy education is an outcomes-based curricular model of an organized framework of competencies (knowledge, skills, attitudes) for pharmacists to meet health care and societal needs. This learner-centered curricular model aligns authentic teaching and learning strategies and assessment (emphasizing workplace assessment and quality feedback) while deemphasizing time." SUMMARY This article provides a definition of CBE for its application within pharmacy education. The strengths and barriers for CBE were elucidated from other health professions' education literature. Identified implementation strengths and barriers aid in the discussions on what will support or hinder the implementation of CBE in pharmacy education.
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Affiliation(s)
- Jennie B Jarrett
- University of Illinois Chicago College of Pharmacy, Department of Pharmacy Practice, Chicago, IL, USA
| | - Abigail T Elmes
- University of Illinois Chicago College of Pharmacy, Department of Pharmacy Practice, Chicago, IL, USA
| | - Eden Keller
- University of Illinois Chicago College of Pharmacy, Department of Pharmacy Practice, Chicago, IL, USA
| | - Cindy D Stowe
- University of Arkansas for Medical Sciences College of Pharmacy, Little Rock, AR, USA
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Banner SE, Rice K, Schutte N, Cosh SM, Rock AJ. Reliability and validity of the Self-Reflection and Insight Scale for psychologists and the development and validation of the revised short version. Clin Psychol Psychother 2023. [PMID: 37985014 DOI: 10.1002/cpp.2932] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Revised: 10/10/2023] [Accepted: 10/19/2023] [Indexed: 11/22/2023]
Abstract
Self-reflection is broadly considered a core competency for psychologists; however, there is an absence of measures of self-reflection, limiting the extent to which self-reflection can be assessed in both research and practice contexts. Whilst the Self-Reflection and Insight Scale (Grant et al., 2002) has been validated in a range of formats with different populations, it has not yet been validated with psychologists. Further, the psychometric properties of a short version of the scale (Silvia, 2021) have not been examined for use with psychologists. This study tested the factor structure, internal consistency and convergent and divergent validity of the Self-Reflection and Insight Scale with registered psychologists (N = 123), finding both the full scale and short version to have sound psychometrics. However, as there were low loading items across both versions of the measure, and the short version also excluded high-loading items, the SRIS-Revised (SRIS-R) was formed through model improvement, retaining a total of 14 items. This revised version of the scale captures high loading items without redundancy of low-loading items, resulting in a measure that parsimoniously captures the construct of self-reflection as relevant to psychologists. The SRIS-R demonstrated good internal consistency (α = .882), convergent, divergent and construct validity. Scores on the SRIS-R were used to test whether there was a correlation between self-reflection and years of professional registration, with this not being significant.
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Affiliation(s)
- S E Banner
- School of Psychology, University of New England, Armidale, New South Wales, Australia
| | - K Rice
- School of Psychology, University of New England, Armidale, New South Wales, Australia
| | - N Schutte
- School of Psychology, University of New England, Armidale, New South Wales, Australia
| | - S M Cosh
- School of Psychology, University of New England, Armidale, New South Wales, Australia
| | - A J Rock
- School of Psychology, University of New England, Armidale, New South Wales, Australia
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Meaklim H, Rehm IC, Junge MF, Monfries M, Kennedy GA, Bucks RS, Meltzer LJ, Jackson ML. Development of a Novel Behavioral Sleep Medicine Education Workshop Designed to Increase Trainee Psychologists' Knowledge and Skills in Insomnia Management. Behav Sleep Med 2023; 21:787-801. [PMID: 36606306 DOI: 10.1080/15402002.2022.2164766] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
OBJECTIVES Despite the clear influence of poor sleep on mental health, sleep education has been neglected in psychology training programs. Here, we develop a novel behavioral sleep medicine (BSM) education workshop, the Sleep Psychology Workshop, designed for integration within graduate psychology programs. We also examined the potential efficacy and acceptability of the workshop to upskill trainee psychologists in sleep and insomnia management. METHODS The Sleep Psychology Workshop was developed using a modified Delphi Method. Eleven trainee psychologists completing their Master of Psychology degrees (90% female, 24.4 ± 1.6 years old) attended the workshop, delivered as three, two-hour lectures (total of six hours). Sleep knowledge, attitudes, and practice assessments were completed pre-and post-intervention using the GradPsyKAPS Questionnaire. A focus group and 6-month follow-up survey captured feedback and qualitative data. RESULTS Trainees' sleep knowledge quiz scores (% correct) increased from 60% to 79% pre- to post-workshop (p = .002). Trainees' self-efficacy to use common sleep-related assessment instruments and empirically supported interventions to manage sleep disturbances increased, along with their confidence to manage insomnia (all p < .02). Participant feedback was positive, with 91% of trainees rating the workshop as "excellent" and qualitative data highlighting trainees developing practical skills in BSM. Six months post-intervention, 100% of trainees endorsed routinely asking their clients about sleep, with 82% reporting improvements in their own sleep. CONCLUSIONS The Sleep Psychology Workshop is a potentially effective and acceptable introductory BSM education program for trainee psychologists, ready for integration within the graduate psychology curriculum.
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Affiliation(s)
- Hailey Meaklim
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, Australia
- School of Health and Biomedical Sciences, RMIT University, Bundoora, Australia
- Institute for Breathing and Sleep, Austin Health, Victoria, Australia
| | - Imogen C Rehm
- College of Health and Biomedicine, Victoria University, Melbourne, Australia
| | | | - Melissa Monfries
- School of Health and Biomedical Sciences, RMIT University, Bundoora, Australia
| | - Gerard A Kennedy
- School of Health and Biomedical Sciences, RMIT University, Bundoora, Australia
- Institute for Breathing and Sleep, Austin Health, Victoria, Australia
- Institute of Health and Wellbeing, Federation University, Ballarat, Australia
| | - Romola S Bucks
- Schools of Psychological Science and Population and Global Health, University of Western Australia, Western Australia, Australia
| | - Lisa J Meltzer
- Department of Pediatrics, National Jewish Health, Denver, USA
| | - Melinda L Jackson
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Clayton, Australia
- Institute for Breathing and Sleep, Austin Health, Victoria, Australia
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Hakelind C, Sundström AE. Examining Skills and Abilities During the Pandemic - Psychology Students' and Examiners' Perceptions of a Digital OSCE. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2022; 21:278-295. [PMID: 37521118 PMCID: PMC9309587 DOI: 10.1177/14757257221114038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022]
Abstract
Finding valid and reliable ways to assess complex clinical skills within psychology is a challenge. Recently, there have been some examples of applying Objective Structured Clinical Examinations (OSCEs) in psychology for making such assessments. The aim of this study was to examine students' and examiners' perceptions of a digital OSCE in psychology regarding quality and students' feelings about the OSCE. Participants were 51 students enrolled in the Programme for Master of Science in Clinical Psychology during two semesters and nine examiners assessing each OSCE occasion, at Umeå University, Sweden. Web-based questionnaires were used for data collection. Psychometric analyses indicated that the subscales in the student questionnaire had adequate or close to adequate levels of item and scale reliability. Both students and examiners felt that the digital OSCE was realistic, valid and well-aligned with professional practice. Although students perceived the digital OSCE as stressful, the results showed that they were focused and concentrated and found the OSCE to be a positive learning experience, implying that the stress did not affect performance to any significant extent. Based on the examiners' experiences, it can be concluded that there are both advantages and disadvantages which need to be considered when planning future digital OSCEs.
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Kgaugelo Motswai P. Practical training completed by clinical psychology Master’s students commencing their internship at 1 Military Hospital: a preliminary study. SOUTH AFRICAN JOURNAL OF PSYCHOLOGY 2022. [DOI: 10.1177/00812463221117439] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Psychology in South Africa continues to develop within the changing socio-historical context. Domains of competence are anticipated to develop over the course of the career of a clinical psychology student and professional. Guidelines from the Health Professions Council of South Africa stipulate that the internship year should be dedicated to developing functional competences. It is also required that students provide psychological services to a wide spectrum of patients to prepare for the mental health care needs of the diverse South African population. This preliminary study set out to describe the nature of practical training completed by clinical psychology students that may aid in the development of functional competence domains. Surveys assessing practical training during Master’s coursework were completed by clinical psychology students ( n = 20) during the first week of their internship. Interns placed at 1 Military Hospital for the years 2018, 2019, and 2020 participated in the study, and the completed surveys were examined. Results indicated a variance in the number of patients consulted, the hours spent consulting patients as well as the diversity of patient exposure. Some students reported limited to no practical training in psychological tests, which is a cause for concern. Students also rated their perceived competence in report writing as average, which may reflect socially desirable responses. Study outcomes suggest a need to develop agreement among psychology trainers at various stages of the training process regarding the priority to be placed on different practical training aspects. This may assist in training clinical psychologists who can adequately provide much-needed community-based services.
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Oxlad M, D’Annunzio J, Sawyer A, Paparo J. Postgraduate students’ perceptions of simulation-based learning in professional psychology training. AUSTRALIAN PSYCHOLOGIST 2022. [DOI: 10.1080/00050067.2022.2073807] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Affiliation(s)
- Melissa Oxlad
- School of Psychology, The University of Adelaide, Adelaide, Australia
| | | | - Alyssa Sawyer
- School of Psychology, The University of Adelaide, Adelaide, Australia
| | - Josephine Paparo
- Department of Psychology, Macquarie University, Sydney, Australia
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Böckle M, Bick M, Novak J. Toward a Design Theory of User-Centered Score Mechanics for Gamified Competency Development. INFORMATION SYSTEMS MANAGEMENT 2021. [DOI: 10.1080/10580530.2021.1975852] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Martin Böckle
- Department of Business Studies/IACS-Institute for Applied Computer Science, University of Applied Sciences Stralsund and Chair of Business Information Systems - ESCP Business School, Berlin, Germany
| | - Markus Bick
- Chair of Business Information Systems, ESCP Business School, Berlin, Germany
| | - Jasminko Novak
- Department of Business Studies/IACS-Institute for Applied Computer Science, University of Applied Sciences Stralsund and European Institute for Participatory Media, Berlin, Germany
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White M, Becker J, du Plessis M. Unintended Positive Consequences of Development Centres in University Graduates. Front Psychol 2021; 12:775377. [PMID: 34925178 PMCID: PMC8671133 DOI: 10.3389/fpsyg.2021.775377] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2021] [Accepted: 10/28/2021] [Indexed: 11/13/2022] Open
Abstract
This study investigated development centres as a method to improve the generalised self-efficacy of university graduates. This research was motivated by the various challenges, graduates face in order to successfully transition into the world of work. Although there is a general scarcity of skills in many emerging economies like South Africa, graduate unemployment rates remain high. Additionally, graduates are not making the immediate impact that employers would expect due to a lack of technical and "soft skills." General self-efficacy is an important attribute for job applicants because it provides them with the confidence to solve problems efficiently. The primary research objective was to identify whether the generalised self-efficacy of graduates can be positively affected by a development centre approach in the short-term and long-term. The sample population for this research included Industrial Psychology graduates at a select university in the Western Cape, South Africa (n=17). A quasi-experimental methodology was implemented where an intervention group (n=7) and a control group (n=10) were taken through a development centre approach. The results of the intervention indicated that a development centre approach has a positive impact on self-efficacy levels over the short and medium term. Results from the study emphasise the importance of self-efficacy in graduate employability and indicate how development centres can be used to improve self-efficacy levels. The findings of this study provide a basis for future research into the further development of graduate self-efficacy and the potential benefits for first time job seekers.
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Affiliation(s)
| | - Jürgen Becker
- Department of Industrial Psychology, University of the Western Cape, Cape Town, South Africa
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Yap K, Sheen J, Nedeljkovic M, Milne L, Lawrence K, Hay M. Assessing clinical competencies using the Objective Structured Clinical Examination (OSCE) in psychology training. CLIN PSYCHOL-UK 2021. [DOI: 10.1080/13284207.2021.1932452] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Affiliation(s)
- Keong Yap
- School of Behavioural and Health Sciences, Australian Catholic University, Australia
| | - Jade Sheen
- School of Psychology, Deakin University, Geelong, Australia
| | - Maja Nedeljkovic
- School of Health Sciences, Swinburne University of Technology, Melbourne, Australia
| | - Lisa Milne
- School of Behavioural and Health Sciences, Australian Catholic University, Australia
| | - Katherine Lawrence
- Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Melbourne, Australia
| | - Margaret Hay
- Monash Centre for Professional Development and Monash Online Education, Monash University, Melbourne, Australia
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Moulding R, Nedeljkovic M, King R. Cognitive‐Behaviour Therapy and Psychological Treatments in Australia. AUSTRALIAN PSYCHOLOGIST 2021. [DOI: 10.1111/ap.12358] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Richard Moulding
- School of Psychology, Deakin University,
- Deakin Centre for Drug Use, Addictive and Anti‐Social Behaviour Research (CEDAAR),
| | | | - Ross King
- School of Psychology, Deakin University,
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Impala T, Burn K, Kazantzis N. To what extent are cognitive behaviour therapy competencies incorporated into clinical psychology training? A national survey of Australian universities. AUSTRALIAN PSYCHOLOGIST 2020. [DOI: 10.1111/ap.12398] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Tara Impala
- Cognitive Behaviour Therapy Research Unit, School of Psychological Sciences, Monash Institute of Cognitive and Clinical Neurosciences, Monash University, Melbourne, Victoria, Australia
| | - Kim Burn
- The Psychology School, LaTrobe University, Melbourne, Victoria, Australia
| | - Nikolaos Kazantzis
- Cognitive Behaviour Therapy Research Unit, School of Psychological Sciences, Monash Institute of Cognitive and Clinical Neurosciences, Monash University, Melbourne, Victoria, Australia
- The Psychology School, LaTrobe University, Melbourne, Victoria, Australia
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Hitzeman C, Gonsalvez CJ, Britt E, Moses K. Clinical psychology trainees' self versus supervisor assessments of practitioner competencies. CLIN PSYCHOL-UK 2020. [DOI: 10.1111/cp.12183] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Cortney Hitzeman
- School of Social Sciences and Psychology, Western Sydney University, Sydney, New South Wales, Australia,
| | - Craig J. Gonsalvez
- School of Social Sciences and Psychology, Western Sydney University, Sydney, New South Wales, Australia,
| | - Eileen Britt
- Department of Psychology/School of Health Sciences, University of Canterbury, Christchurch, New Zealand,
| | - Karen Moses
- School of Social Sciences and Psychology, Western Sydney University, Sydney, New South Wales, Australia,
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