Embedding clinical competency evaluations into clinical postgraduate training

Abstract

Debates over models of professional training have occurred in several clinical disciplines, including psychology. Currently, clinical competencies often form the backbone for the accreditation of such training programmes, with sample domains including ethical and legal issues, assessment, intervention, and experience with a diversity of clients across cultures and the lifespan. This paper presents data from a large Australian research project on clinical psychology training. We review key models for clinical competencies in the international literature and report on results of a survey of students undertaking clinical training as to the methods of assessment used in their training programmes. Results showed that direct competency assessment was less commonly used than expected from the stated accreditation standards. One factor behind the results may be that ways to assess such competencies remain elusive. In this paper, models of clinical competency assessment are offered, with practical considerations for embedding this and data on student outcomes when such a programme is firmly in place.