Teaching methods to complement competencies in reducing the “junkyard” curriculum in clinical psychology

Baillie, Andrew J., Proudfoot, Heather, Knight, Roslyn, Peters,Lorna, Sweller, John, Schwartz, Steven and Pachana, Nancy A. (2011) Teaching methods to complement competencies in reducing the “junkyard” curriculum in clinical psychology. Australian Psychologist, 46 2: 90-100. doi:10.1111/j.1742-9544.2011.00036.x


Author Baillie, Andrew J.
Proudfoot, Heather
Knight, Roslyn
Peters,Lorna
Sweller, John
Schwartz, Steven
Pachana, Nancy A.
Title Teaching methods to complement competencies in reducing the “junkyard” curriculum in clinical psychology
Journal name Australian Psychologist   Check publisher's open access policy
ISSN 0005-0067
1742-9544
Publication date 2011-06
Sub-type Article (original research)
DOI 10.1111/j.1742-9544.2011.00036.x
Volume 46
Issue 2
Start page 90
End page 100
Total pages 11
Editor David J. Kavanagh
Place of publication Oxford, United Kingdom
Publisher John Wiley & Sons
Collection year 2012
Language eng
Abstract This article aims to identify the most efficient ways to teach and learn the professional competencies required in clinical psychology. There are a wide variety of influences on clinical psychology curricula that leads to a lack of coherence in aims and methods. When clinical psychology trainees come face-to-face with their first client, they are challenged to integrate their existing declarative knowledge and apply nascent procedural skills. How can clinical programmes better prepare students for these challenges? Because problem-based learning has been widely applied in medical education it is the starting point in answering this question. Systematic literature searches and a narrative literature review were undertaken to identify teaching methods. Little published research reports randomised controlled evaluations of teaching methods in health professions. Much literature presented opinions about teaching methods. Whole-of-programme evaluations of problem-based learning in medical education were retrieved and directed learning or direct instruction techniques were examined in teaching more specific knowledge. Little research was of direct relevance to clinical psychology training. More research is needed into both the efficacy of clinical psychology training and into the specific barriers that trainee clinical psychologists face. In the absence of good quality research, suggestions for teaching methods are provided.
Keyword Clinical psychology training
Direct instruction
Problem-based learning
Teaching methods
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ
Additional Notes Special Issue: Taking the Clinical Psychology Curriculum into the Next Decade

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2012 Collection
School of Psychology Publications
 
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Created: Tue, 18 Oct 2011, 20:19:00 EST by Prof Nancy A Pachana on behalf of School of Psychology