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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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Ljunggren I, Najström M, Levitt D, Ramnerö J. Dialogue as psychological method – a study of training interviewing and communication skills in psychology students. NORDIC PSYCHOLOGY 2022. [DOI: 10.1080/19012276.2022.2112744] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Affiliation(s)
- I. Ljunggren
- Department of Psychology, Stockholm University, Stockholm, Sweden
| | - M. Najström
- Department of Psychology, Stockholm University, Stockholm, Sweden
| | - D.H. Levitt
- Department of Counseling, Montclair State University, Montclair, New Jersey, USA
| | - J. Ramnerö
- Center for Psychiatry Research, Karolinska Institute/Region Stockholm, Stockholm, Sweden
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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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Glatz T, Bergbom S, Edlund S. Lessons Learned and Preliminary Results from Implementing Simulation-Based Elements in a Clinical Psychology Programme. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2022. [DOI: 10.1177/14757257221093490] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
In a clinical psychology training context, there is a need to examine students’ theoretical knowledge as well as their professional competence. One promising method to assess students’ professional competence is the Objective and Structured Clinical Examination (OSCE). In this report, we describe and discuss the implementation of OSCE on a clinical psychology programme at a university in Sweden, including lesson learned regarding the structure and content for this examination. We also report on preliminary results, in which we explored students’ perceived competence and worries, and their supervisors’ reports regarding their clinical practicum, in relation to a new curriculum that includes more simulation-based elements (including the OSCE) than the old curriculum. Results showed that students on the new curriculum reported lower levels of perceived competence before the clinical practicum, but increased significantly more over time in comparison to students on the old curriculum. These results are discussed in relation to the potential role of OSCE in clinical psychology students’ development of professional competence. Due to methodological limitations, these results should be interpreted with caution and should be viewed as exploratory. All in all, this report can be viewed as a guideline for implementation of OSCE on similar programmes in psychology.
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Moses K, Wootton B. A preliminary evaluation of the CBT Decision Making Questionnaire for Anxiety and Related Disorders (CDMQ-A). CLIN PSYCHOL-UK 2022. [DOI: 10.1080/13284207.2021.2023488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Affiliation(s)
- Karen Moses
- School of Psychology, Western Sydney University, Sydney, Australia
| | - Bethany Wootton
- Discipline of Clinical Psychology, Graduate School of Health, University of Technology Sydney, Sydney, Australia
- School of Psychology, University of New England, Armidale, Australia
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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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Lukasczik M, Eckel J, Wagner A, Sendig L, Wolf HD, Vogel H. Einsatz von Simulationspersonen in der Lehre und Prüfung psychotherapeutischer Kompetenzen. ZEITSCHRIFT FUR KLINISCHE PSYCHOLOGIE UND PSYCHOTHERAPIE 2021. [DOI: 10.1026/1616-3443/a000643] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Theoretischer Hintergrund: In der Klinischen Psychologie und Psychotherapie werden bislang kaum Simulationspersonen (SPs) in Lehre und kompetenzorientierten Prüfungen eingesetzt. Deren geplante Nutzung etwa im Rahmen von Approbationsprüfungen nach dem neuen Psychotherapeutengesetz ist sinnvoll, jedoch mit inhaltlichen und methodischen Herausforderungen verknüpft. Fragestellung: Machbarkeit des Einsatzes von SPs in Prüfungsszenarien und Ableitung von relevanten therapeutischen Fertigkeiten, die in solchen Szenarien geprüft werden können. Methode: Quantitative Evaluation der Umsetzbarkeit einer SP-basierten Prüfung psychotherapeutischer Kompetenzen (Studie 1) und qualitative Erarbeitung therapeutischer Beziehungsfertigkeiten als Basis für Szenarien in kompetenzorientierten Prüfungen mit SPs (Studie 2). Ergebnisse: Die Evaluation der SP-basierten Prüfungen zeigte eine positive Bewertung hinsichtlich ihrer Machbarkeit durch Ausbildungsteilnehmende ( N = 48) und Prüfende ( N = 2), aber auch eine begrenzte Interrater-Reliabilität. In der zweiten Studie wurden aus Interviews mit Expertinnen und Experten ( N = 12 Psychotherapeutinnen und -therapeuten) Kompetenzen für Beziehungsaufbau und Aufrechterhaltung als Grundlage für SP-basierte Prüfungsszenarien aus den Bereichen Fertigkeiten, Haltung und Wissen abgeleitet. Schlussfolgerungen: SP-basierte Lehr- und Prüfungsformate in Psychotherapie und Klinischer Psychologie sind mit inhaltlichen und methodischen Anforderungen (u. a. Falldarstellung, Interrater-Reliabilität) verbunden, die bei der Implementierung berücksichtigt werden müssen.
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Affiliation(s)
- Matthias Lukasczik
- Arbeitsbereich Medizinische Psychologie und Psychotherapie, Zentrum für Psychische Gesundheit (ZEP), Universitätsklinikum Würzburg, Julius-Maximilians-Universität Würzburg
- Schauspielpatienten-Programm, Dekanat der Medizinischen Fakultät, Universität Würzburg, Julius-Maximilians-Universität Würzburg
| | - Julia Eckel
- Arbeitsbereich Medizinische Psychologie und Psychotherapie, Zentrum für Psychische Gesundheit (ZEP), Universitätsklinikum Würzburg, Julius-Maximilians-Universität Würzburg
- Geschäftsbereich Studium und Lehrentwicklung, Universitätsmedizin Mannheim (UMM), Medizinische Fakultät Mannheim der Universität Heidelberg
| | - Anna Wagner
- Arbeitsbereich Medizinische Psychologie und Psychotherapie, Zentrum für Psychische Gesundheit (ZEP), Universitätsklinikum Würzburg, Julius-Maximilians-Universität Würzburg
| | - Lucie Sendig
- Arbeitsbereich Medizinische Psychologie und Psychotherapie, Zentrum für Psychische Gesundheit (ZEP), Universitätsklinikum Würzburg, Julius-Maximilians-Universität Würzburg
| | - Hans-Dieter Wolf
- Arbeitsbereich Medizinische Psychologie und Psychotherapie, Zentrum für Psychische Gesundheit (ZEP), Universitätsklinikum Würzburg, Julius-Maximilians-Universität Würzburg
| | - Heiner Vogel
- Arbeitsbereich Medizinische Psychologie und Psychotherapie, Zentrum für Psychische Gesundheit (ZEP), Universitätsklinikum Würzburg, Julius-Maximilians-Universität Würzburg
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Hasani H, Khoshnoodifar M, Khavandegar A, Ahmadi S, Alijani S, Mobedi A, Tarani S, Vafadar B, Tajbakhsh R, Rezaei M, Parvari S, Shamsoddini S, Silbert DI. Comparison of electronic versus conventional assessment methods in ophthalmology residents; a learner assessment scholarship study. BMC MEDICAL EDUCATION 2021; 21:342. [PMID: 34120607 PMCID: PMC8201812 DOI: 10.1186/s12909-021-02759-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Accepted: 05/24/2021] [Indexed: 05/21/2023]
Abstract
BACKGROUND Assessment is a necessary part of training postgraduate medical residents. The implementation of methods located at the "shows how" level of Miller's pyramid is believed to be more effective than previous conventional tools. In this study, we quantitatively compared electronic and conventional methods in assessing ophthalmology residents. METHODS In this retrospective study, eight different conventional methods of assessment including residents' attendance, logbook, scholarship and research skills, journal club, outpatient department participation, Multiple Choice Question (MCQ), Objective Structured Clinical Examination (OSCE), and professionalism/360-degree (as one complex) were used to assess 24 ophthalmology residents of all grades. Electronic media consisting of an online Patient Management Problem (e-PMP), and modified electronic OSCE (me-OSCE) tests performed 3 weeks later were also evaluated for each of the 24 residents. Quantitative analysis was then performed comparing the conventional and electronic assessment tools, statistically assessing the correlation between the two approaches. RESULTS Twenty-four ophthalmology residents of different grades were included in this study. In the electronic assessment, average e-PMP scores (48.01 ± 12.40) were much lower than me-OSCE (65.34 ± 17.11). The total average electronic score was 56.67 ± 11.28, while the total average conventional score was 80.74 ± 5.99. Female and male residents' average scores in the electronic and conventional method were (59.15 ± 12.32 versus 83.01 ± 4.95) and (55.19 ± 10.77 versus 79.38 ± 6.29), respectively. The correlation between modified electronic OSCE and all conventional methods was not statistically significant (P-value >0.05). Correlation between e-PMP and six conventional methods, consisting of professionalism/360-degree assessment tool, logbook, research skills, Multiple Choice Questions, Outpatient department participation, and Journal club active participation was statistically significant (P-value < 0.05). The overall correlation between conventional and electronic methods was significant (P-value = 0.017). CONCLUSION In this study, we conclude that electronic PMP can be used alongside all conventional tools, and overall, e-assessment methods could replace currently used conventional methods. Combined electronic PMP and me-OSCE can be used as a replacement for currently used gold-standard assessment methods, including 360-degree assessment.
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Affiliation(s)
- Hamidreza Hasani
- Eye Research Center, The Five Senses Institute, Rassoul Akram Hospital, Iran University of Medical Sciences, Tehran, Iran
- Department of Ophthalmology, Madani Medical Center, School of Medicine, Alborz University of Medical Sciences, Karaj, Iran
| | - Mehrnoosh Khoshnoodifar
- School of Management & Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Armin Khavandegar
- Student Research Committee, Alborz University of Medical Sciences, Karaj, Iran
| | - Soleyman Ahmadi
- School of Management & Medical Education, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Saba Alijani
- Student Research Committee, Alborz University of Medical Sciences, Karaj, Iran
| | - Aidin Mobedi
- Student Research Committee, Alborz University of Medical Sciences, Karaj, Iran
| | - Shaghayegh Tarani
- Student Research Committee, Alborz University of Medical Sciences, Karaj, Iran
| | - Benyamin Vafadar
- Student Research Committee, Alborz University of Medical Sciences, Karaj, Iran
| | - Ramin Tajbakhsh
- Non-Communicable Disease Research Center, Alborz University of Medical Sciences, Karaj, Iran
| | - Mehdi Rezaei
- Department of Emergency Medicine, School of Medicine, Alborz University of Medical Sciences, Karaj, Iran
| | - Soraya Parvari
- Department of Anatomical Sciences, School of Medicine, Alborz University of Medical Sciences, Karaj, Iran
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Sheen J, Sutherland‐Smith W, Thompson E, Youssef GJ, Dudley A, King R, Hall K, Dowling N, Gurtman C, McGillivray JA. Evaluating the impact of simulation-based education on clinical psychology students' confidence and clinical competence. CLIN PSYCHOL-UK 2021. [DOI: 10.1080/13284207.2021.1923125] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Jade Sheen
- School of Psychology, Deakin University, Geelong, Victoria, Australia
| | | | - Emma Thompson
- School of Psychology, Deakin University, Geelong, Victoria, Australia
| | - George J. Youssef
- School of Psychology, Deakin University, Geelong, Victoria, Australia
- Centre for Adolescent Health, Murdoch Children's Research Institute, Melbourne, Victoria, Australia
| | - Amanda Dudley
- School of Psychology, Deakin University, Geelong, Victoria, Australia
| | - Ross King
- School of Psychology, Deakin University, Geelong, Victoria, Australia
| | - Kate Hall
- School of Psychology, Deakin University, Geelong, Victoria, Australia
| | - Nicki Dowling
- School of Psychology, Deakin University, Geelong, Victoria, Australia
- Melbourne Graduate School of Education, The University of Melbourne, Melbourne, Victoria, Australia
| | - Clint Gurtman
- School of Psychology, Deakin University, Geelong, Victoria, Australia
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Abstract
Zusammenfassung
Hintergrund
Durch die Einführung des neuen „Psychotherapiestudiums“ zum Herbst 2020 und die Wünsche bisheriger Ausbildungsteilnehmer an psychotherapeutischen Ausbildungsinstituten ist die Notwendigkeit gegeben, erfahrungsbasierte und kompetenzorientierte Lehre in das zukünftige Studium und die nachfolgende Weiterbildung werdender Psychotherapeuten zu integrieren.
Material und Methode
Orientiert am Kern-Zyklus, einem bedeutenden Modell zur Curriculumsentwicklung, werden die Entwicklung, Konzeptionalisierung und Implementierung eines longitudinalen Curriculums zur Vermittlung psychodynamischer Interventionskompetenzen (DYNAMIK-Curriculum) in die derzeitige Ausbildung zum psychologischen Psychotherapeuten vorgestellt.
Ergebnisse
Es wurde ein longitudinales Curriculum mit 8 Modulen zur Vermittlung allgemeiner und spezifischer psychodynamischer Interventionskompetenzen mithilfe von Peer-Rollenspielen und standardisierten Patienten entwickelt. Dieses stellt seit Mitte 2019 einen integralen Bestandteil der Ausbildung zum tiefenpsychologisch fundierten Psychotherapeuten am Heidelberger Institut für Psychotherapie (HIP) dar.
Schlussfolgerung
Das DYNAMIK-Curriculum ist der erste wichtige Schritt in Richtung der longitudinalen erfahrungsorientieren, praxisnahen Kompetenzorientierung in der derzeitigen Ausbildung und dem zukünftigen Studium mit nachfolgender Weiterbildung von psychologischen Psychotherapeuten. Es resultiert die Notwendigkeit zur Wirksamkeitsüberprüfung solcher Curricula und zur praktischen Prüfung von Interventionskompetenzen.
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Roberts RM, Oxlad M, Dorstyn D, Chur‐hansen A. Objective Structured Clinical Examinations with simulated patients in postgraduate psychology training: Student perceptions. AUSTRALIAN PSYCHOLOGIST 2021. [DOI: 10.1111/ap.12457] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
| | - Melissa Oxlad
- School of Psychology, University of Adelaide, Adelaide, Australia,
| | - Diana Dorstyn
- School of Psychology, University of Adelaide, Adelaide, Australia,
| | - Anna Chur‐hansen
- School of Psychology, University of Adelaide, Adelaide, 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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13
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Kühne F, Maaß U, Weck F. Standardized Patients in Clinical Psychology: From Research to Practice. VERHALTENSTHERAPIE 2021. [DOI: 10.1159/000510049] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Background: Within the pending reform of the German law of psychotherapy training, education in clinical psychology and the examination of psychotherapeutic competencies are established as more practice oriented. Students will acquire and demonstrate therapeutic skills through interactions with standardized patients (SPs). The aim of the current paper is to enhance evidence-based implementation of these new methods of education and examination by presenting the current evidence regarding the use of SPs and by pointing out areas for further research. Results: Results of recent studies demonstrate that SPs are able to present mental disorders authentically. Prerequisites are, among others, the selection of suitable SPs, detailed role scripts, specific training, feedback, and corrective training. Although some research questions, including the comparative effectiveness of SPs, remain unanswered, practice implications for using SPs in education, examination, and research can be drawn. These implications are illustrated schematically. Conclusions: The use of SPs has large potential for education in clinical psychology and for research on psychotherapy training. With a view to encouraging the widespread use of SPs, we provide exemplary materials (e.g., role script) within the online supplements (for all online suppl. material, see www.karger.com/doi/10.1159/000510049).
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Kühne F, Maaß U, Weck F. Einsatz standardisierter Patienten im Psychologiestudium: Von der Forschung in die Praxis. VERHALTENSTHERAPIE 2020. [DOI: 10.1159/000509249] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
<b><i>Hintergrund:</i></b> Im Rahmen des reformierten Psychotherapeutengesetzes wird eine stärkere Praxisorientierung in der klinisch-psychologischen Lehre und in der Prüfung psychotherapeutischer Kompetenzen verankert. Hierbei sollen Studierende durch die Interaktion mit standardisierten Patient*innen (SP) therapeutische Kompetenzen erwerben und demonstrieren. <b><i>Fragestellung:</i></b> Das Ziel des vorliegenden Beitrags ist es, eine evidenzbasierte Umsetzung dieser neuen Lehr- und Prüfungsformate zu unterstützen, indem bisherige Forschungsbefunde zum Einsatz von SP dargestellt und Bereiche, in denen weitere Forschung notwendig ist, aufgezeigt werden. <b><i>Ergebnisse:</i></b> Empirische Befunde zeigen, dass SP psychische Störungen authentisch darstellen können. Voraussetzung dafür sind beispielsweise die Auswahl geeigneter SP, detaillierte Rollenanleitungen, spezifisches Training, Feedback und Nachschulungen. Auch wenn einige Forschungsfragen, wie zur vergleichenden Wirksamkeit des Einsatzes von SP, noch unbeantwortet sind, lassen sich praktische Implikationen für SP-Programme in Lehre, Prüfung und Forschung ableiten, die in einem Ablaufschema dargestellt werden. <b><i>Schlussfolgerungen:</i></b> Der Einsatz von SP bietet großes Potenzial für die klinisch-psychologische Lehre und Ausbildungsforschung. Um den Einsatz von SP an anderen Standorten zu unterstützen, werden Beispielmaterialien (z.B. Rollenanleitung) in den elektronischen Supplementen (siehe www.karger.com/doi/10.1159/000509249 für alle Supplemente) zum Artikel zur Verfügung gestellt.
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Kühne F, Heinze PE, Weck F. Standardized patients in psychotherapy training and clinical supervision: study protocol for a randomized controlled trial. Trials 2020; 21:276. [PMID: 32183859 PMCID: PMC7079451 DOI: 10.1186/s13063-020-4172-z] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/23/2019] [Accepted: 02/13/2020] [Indexed: 12/30/2022] Open
Abstract
Background Psychotherapy is highly effective and widely acknowledged for treating various mental disorders. Nevertheless, in terms of methods for teaching effective psychotherapeutic approaches and competencies, there has been a lack of investigation. Training and supervision are the main strategies for teaching therapist competencies, and standardized role-plays with simulated patients (i.e., trained individuals playing someone with a mental disorder) seem useful for evaluating training approaches. In medical education, this procedure is now internationally established. However, so far, little use has been made of standardized role-playing to evaluate training and supervision in the area of clinical psychology and psychotherapy. Methods In this study, standardized role-plays are used to evaluate methods for training and supervision. Central cognitive behavioral approaches for treating depression are taught in the training. The first experiment compares an active training approach (i.e., model learning) with a passive one (i.e., reading manual-based instructions). The second experiment compares a direct supervision technique (i.e., supervision based on video analysis) with an indirect one (i.e., supervision based on verbal reporting). In each experiment, 68 bachelor’s and master’s students of psychology will be randomly assigned to the experimental and control groups. Each student takes part in three role-plays (baseline, post and 3-month follow-up), which are all videotaped. Two independent raters assess therapist competencies in each role-play on the basis of a standardized competence scale. Discussion The research project aims to contribute to the development of specific training and supervision methods in order to improve psychotherapy training and patient care. Trial registration ISRCTN Registry, ISRCTN19173895. Registered on 10 December 2019.
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Affiliation(s)
- Franziska Kühne
- Department of Psychology, Clinical Psychology and Psychotherapy, University of Potsdam, Karl-Liebknecht-Str. 24-25, 14476, Potsdam, Germany.
| | - Peter Eric Heinze
- Department of Psychology, Clinical Psychology and Psychotherapy, University of Potsdam, Karl-Liebknecht-Str. 24-25, 14476, Potsdam, Germany
| | - Florian Weck
- Department of Psychology, Clinical Psychology and Psychotherapy, University of Potsdam, Karl-Liebknecht-Str. 24-25, 14476, Potsdam, Germany
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Sheen J, Sutherland‐Smith W, Thompson E, Youssef GJ, Dudley A, King R, Hall K, Dowling N, Gurtman C, McGillivray JA. Evaluating the impact of simulation‐based education on clinical psychology students' confidence and clinical competence. CLIN PSYCHOL-UK 2020. [DOI: 10.1111/cp.12209] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Jade Sheen
- School of PsychologyDeakin University Geelong Victoria Australia
| | | | - Emma Thompson
- School of PsychologyDeakin University Geelong Victoria Australia
| | - George J. Youssef
- School of PsychologyDeakin University Geelong Victoria Australia
- Centre for Adolescent HealthMurdoch Children's Research Institute Melbourne Victoria Australia
| | - Amanda Dudley
- School of PsychologyDeakin University Geelong Victoria Australia
| | - Ross King
- School of PsychologyDeakin University Geelong Victoria Australia
| | - Kate Hall
- School of PsychologyDeakin University Geelong Victoria Australia
| | - Nicki Dowling
- School of PsychologyDeakin University Geelong Victoria Australia
- Melbourne Graduate School of EducationThe University of Melbourne Melbourne Victoria Australia
| | - Clint Gurtman
- School of PsychologyDeakin University Geelong Victoria Australia
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Liness S, Beale S, Lea S, Byrne S, Hirsch CR, Clark DM. Evaluating CBT Clinical Competence with Standardised Role Plays and Patient Therapy Sessions. COGNITIVE THERAPY AND RESEARCH 2019. [DOI: 10.1007/s10608-019-10024-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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18
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Deibl I, Zumbach J, Geiger VM, Neuner CM. Constructive Alignment in the Field of Educational Psychology: Development and Application of a Questionnaire for Assessing Constructive Alignment. PSYCHOLOGY LEARNING AND TEACHING-PLAT 2018. [DOI: 10.1177/1475725718791050] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Teaching of Psychology includes a great variety of topics, course formats, and assessment approaches. A central concept that incorporated the interface between teaching goals, instructional methods, and examination modalities is referred to as Constructive Alignment (CA). This model addresses possible designs of teaching to improve students’ learning outcomes as well as enhance their learning experiences, and claims to be applicable independent of disciplinary culture or content. Despite the importance of this approach from an instructional point of view, there is hardly any research, so far, that has been concerned with capturing the three dimensions of CA. As a consequence, the aim of our study was to create an instrument to assess the quality of CA within psychology classes. A questionnaire was designed and was additionally analyzed with regard to students’ judgements about overall course evaluation. The questionnaire was employed in two lectures within the field of educational psychology for teacher training students. Results reveal that overall course evaluation can be predicted by the match between course objectives and instructional methods whereas other course evaluation factors failed as predictors. With a high internal consistency, the instrument provides an alternative or a supplement for traditional course evaluation instruments.
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Bellido A, Ruisoto P, Beltran-Velasco A, Clemente-Suárez VJ. State of the Art on the Use of Portable Digital Devices to Assess Stress in Humans. J Med Syst 2018; 42:100. [PMID: 29663087 DOI: 10.1007/s10916-018-0955-0] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2017] [Accepted: 04/05/2018] [Indexed: 01/09/2023]
Abstract
The aim of this study is to review the current tools for the assessment of stress response in humans, ranging from the use of psychological questionnaires to the latest tools involving portable digital devices. Practical implications in educational context are further discussed.
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Affiliation(s)
- Alberto Bellido
- Department of Psychology, European University of Madrid, c/ Tajo, s/n. Villaviciosa de Odón, Madrid, Spain.
| | - Pablo Ruisoto
- Department of Basic Psychology, Psychobiology and Methodology of Behavioral Sciences, University ofSalamanca, Salamanca, Spain
| | - Ana Beltran-Velasco
- Department of Psychology, European University of Madrid, c/ Tajo, s/n. Villaviciosa de Odón, Madrid, Spain
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Dunsmuir S, Atkinson C, Lang J, Warhurst A, Wright S. Objective structured professional assessments for trainee educational psychologists: an evaluation. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2017. [DOI: 10.1080/02667363.2017.1352490] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Affiliation(s)
- Sandra Dunsmuir
- Educational Psychology Group, Division of Psychology and Language Sciences, University College London, London, UK
| | - Cathy Atkinson
- School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Jane Lang
- Educational Psychology Group, Division of Psychology and Language Sciences, University College London, London, UK
| | - Amy Warhurst
- Faculty of Humanities and Social Studies, University of Winchester, Winchester, UK
| | - Sarah Wright
- Faculty of Social, Human and Mathematical Sciences, Highfield Campus, University of Southampton, Southampton, UK
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Chong L, Taylor S, Haywood M, Adelstein BA, Shulruf B. The sights and insights of examiners in objective structured clinical examinations. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2017; 14:34. [PMID: 29278906 PMCID: PMC5801428 DOI: 10.3352/jeehp.2017.14.34] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2017] [Accepted: 12/27/2017] [Indexed: 05/11/2023]
Abstract
PURPOSE The objective structured clinical examination (OSCE) is considered to be one of the most robust methods of clinical assessment. One of its strengths lies in its ability to minimise the effects of examiner bias due to the standardisation of items and tasks for each candidate. However, OSCE examiners' assessment scores are influenced by several factors that may jeopardise the assumed objectivity of OSCEs. To better understand this phenomenon, the current review aims to determine and describe important sources of examiner bias and the factors affecting examiners' assessments. METHODS We performed a narrative review of the medical literature using Medline. All articles meeting the selection criteria were reviewed, with salient points extracted and synthesised into a clear and comprehensive summary of the knowledge in this area. RESULTS OSCE examiners' assessment scores are influenced by factors belonging to 4 different domains: examination context, examinee characteristics, examinee-examiner interactions, and examiner characteristics. These domains are composed of several factors including halo, hawk/dove and OSCE contrast effects; the examiner's gender and ethnicity; training; lifetime experience in assessing; leadership and familiarity with students; station type; and site effects. CONCLUSION Several factors may influence the presumed objectivity of examiners' assessments, and these factors need to be addressed to ensure the objectivity of OSCEs. We offer insights into directions for future research to better understand and address the phenomenon of examiner bias.
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Affiliation(s)
- Lauren Chong
- Clinical Skills Teaching Unit, Prince of Wales Hospital, Sydney, Australia
| | - Silas Taylor
- Office of Medical Education, University of New South Wales, Sydney, Australia
| | | | | | - Boaz Shulruf
- Office of Medical Education, University of New South Wales, Sydney, Australia
- Centre for Medical and Health Sciences Education, University of Auckland, Auckland, New Zealand
- Corresponding
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Hutter RI(V, Pijpers JR(R, Oudejans RRD. Assessing competence in sport psychology: An action research account. JOURNAL OF SPORT PSYCHOLOGY IN ACTION 2016. [DOI: 10.1080/21520704.2016.1167150] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Mitchell ML, Henderson A, Jeffrey C, Nulty D, Groves M, Kelly M, Knight S, Glover P. Application of best practice guidelines for OSCEs-An Australian evaluation of their feasibility and value. NURSE EDUCATION TODAY 2015; 35:700-705. [PMID: 25660268 DOI: 10.1016/j.nedt.2015.01.007] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/19/2014] [Revised: 01/11/2015] [Accepted: 01/19/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND Objective Structured Clinical Examinations (OSCEs) are widely used in health professional education and should be based on sound pedagogical foundations. OBJECTIVES The aim of this study is to evaluate the feasibility and utility of using Best Practice Guidelines (BPGs) within an OSCE format in a broad range of tertiary education settings with under-graduate and post-graduate nursing and midwifery students. We evaluated how feasible it was to apply the BPGs to modify OSCEs in a course; students' perspective of the OSCE; and finally, if the BPG-revised OSCEs better prepared students for clinical practice when compared with the original OSCEs. DESIGN A mixed method with surveys, focus groups and semi-structured interviews evaluated the BPGs within an OSCE. SETTINGS Four maximally different contexts across four sites in Australia were used. PARTICIPANTS Participants included lecturers and undergraduate nursing students in high and low fidelity simulation settings; under-graduate midwifery students; and post-graduate rural and remote area nursing students. RESULTS 691 students participated in revised OSCEs. Surveys were completed by 557 students; 91 students gave further feedback through focus groups and 14 lecturers participated in interviews. At all sites the BPGs were successfully used to modify and implement OSCEs. Students valued the realistic nature of the modified OSCEs which contributed to students' confidence and preparation for clinical practice. The lecturers considered the revised OSCEs enhanced student preparedness for their clinical placements. DISCUSSION AND CONCLUSIONS The BPGs have a broad applicability to OSCEs in a wide range of educational contexts with improved student outcomes. Students and lecturers identified the revised OSCEs enhanced student preparation for clinical practice. Subsequent examination of the BPGs saw further refinement to a set of eight BPGs that provide a sequential guide to their application in a way that is consistent with best practice curriculum design principles.
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Affiliation(s)
- Marion L Mitchell
- School of Nursing and Midwifery, NHMRC Centre for Research Excellence in Nursing, Centre for Health Practice Innovation, Griffith Health Institute, Griffith University and Princess Alexandra Hospital, Health Sciences (N48), 170 Kessels Rd, Nathan, Queensland 4111, Australia.
| | - Amanda Henderson
- Griffith University, School of Nursing and Midwifery and Princess Alexandra Hospital, Queensland Health Research, Ipswich Road Woolloongabba, Queensland 4102, Australia.
| | - Carol Jeffrey
- Nurse Practice Development Unit, Princess Alexandra Hospital and School of Nursing and Midwifery, Griffith University, Ipswich Road, Woolloongabba, Queensland 4102, Australia.
| | - Duncan Nulty
- Griffith Institute for Educational Research, Griffith University, Mt Gravatt Campus, 170 Kessels Road, Nathan, Queensland 4111, Australia.
| | - Michele Groves
- Medical School, University of Queensland, St Lucia, Queensland 4072, Australia.
| | - Michelle Kelly
- University of Technology Sydney, PO Box 123, Broadway, NSW 2007, Australia.
| | - Sabina Knight
- Mount Isa Centre for Rural and Remote Health, James Cook University, PO Box 2572, Mount Isa, Queensland 4825, Australia.
| | - Pauline Glover
- Flinders University, GPO Box 2100, Adelaide, South Australia 5001, Australia.
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24
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Mitchell ML, Jeffrey CA, Henderson A, Glover P, Nulty DD, Kelly MA, Groves M, Knight S. Using an Objective Structured Clinical Examination for Bachelor of Midwifery students' preparation for practice. Women Birth 2013; 27:108-13. [PMID: 24373730 DOI: 10.1016/j.wombi.2013.12.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2013] [Revised: 11/15/2013] [Accepted: 12/05/2013] [Indexed: 10/25/2022]
Abstract
BACKGROUND Contemporary midwifery practice needs a rigorous and standardised assessment of practical skills, and knowledge to ensure that safety is maintained for both women and neonates before, during and after childbirth. AIM To evaluate the use of Best Practice Guidelines (BPG) for Objective Structured Clinical Examinations (OSCE) as a standardised tool to develop clinical competence of Bachelor of Midwifery students. METHOD A pragmatic mixed method approach with surveys, focus groups and interviews was used to evaluate the OSCEs for first year students. Quantitative and qualitative data were combined to understand student and academic perceptions of students' confidence for clinical practice following the OSCE. FINDINGS Thirty-four students responded to surveys (response rate 94%); and 13 participated in focus groups. Two academic lecturers participated in an interview (100%). Two main themes emerged (1) the OSCEs improved student confidence (2) the OSCEs were relevant and prepared students for practice. Most students indicated that they practised for the OSCE using an integrated approach (70%), and that this assisted them in their approach to the assessment of the neonate or post-partum mother. CONCLUSION The use of BPGs to ensure that OSCEs focus on important aspects of knowledge and practice helped students to learn and to perform well. Students' confidence in their ability for the imminent professional experience placement was high. OSCEs designed with the BPGs should be implemented broadly across midwifery education to enhance students' competence and provide rigorous meaningful assessment.
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Affiliation(s)
- Marion L Mitchell
- NHMRC Centre of Research Excellence in Nursing (NCREN), Centre for Health Practice Innovation, Griffith Health Institute, Griffith University, Australia; Princess Alexandra Hospital, Ipswich Road, Woolloongabba, Brisbane, QLD 4102, Australia; Griffith University School of Nursing and Midwifery, 170 Kessels Road, Nathan, QLD, 4111, Australia.
| | - Carol A Jeffrey
- Princess Alexandra Hospital, Ipswich Road, Woolloongabba, Brisbane, QLD 4102, Australia; Griffith University School of Nursing and Midwifery, 170 Kessels Road, Nathan, QLD, 4111, Australia.
| | - Amanda Henderson
- Princess Alexandra Hospital, Ipswich Road, Woolloongabba, Brisbane, QLD 4102, Australia; Griffith University School of Nursing and Midwifery, 170 Kessels Road, Nathan, QLD, 4111, Australia.
| | - Pauline Glover
- Flinders University, GPO Box 2100, Adelaide 5001, South Australia, Australia.
| | - Duncan D Nulty
- Griffith University Mt Gravatt Campus, 176 Messines Ridge Road, Mt Gravatt, QLD 4122, Australia.
| | - Michelle A Kelly
- University of Technology, Sydney, PO Box 123, Broadway, NSW 2007, Australia.
| | - Michele Groves
- University of Queensland, , St Lucia, QLD 4072, Australia.
| | - Sabina Knight
- James Cook University, Mt Isa Centre for Rural and Remote Health, PO Box 2572, Mount Isa, QLD 4825, Australia.
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Beccaria G. The viva voce as an authentic assessment for clinical psychology students. AUSTRALIAN JOURNAL OF CAREER DEVELOPMENT 2013. [DOI: 10.1177/1038416213498713] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Mental health consumers in Australia have a basic right of access to high-quality mental health assessment and treatment. Given that universities are the entry point to the training process, they have a responsibility to train high-quality clinicians. Clinical psychology is the sub-discipline of psychology with specialist training in mental health assessment, diagnosis and treatment. There has been a call for clinical psychology programs to assessment away from a largely theoretical base to one that integrates theory with practice. In 2008, the University of Southern Queensland developed a viva voce for a course on adult psychopathology. The viva voce is an Objective Structured Clinical Examination, modeled closely on the one used by the Royal College of Australian and New Zealand Psychiatrists. This paper outlines the development of this innovation to assessment and gives directions for future research and evaluation.
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