Download presentation
Presentation is loading. Please wait.
1
Nadya A. Fouad, Ph.D. University of Wisconsin-Milwaukee
Identifying and Assessing Benchmarks in the Sequence of Psychology Education and Training Nadya A. Fouad, Ph.D. University of Wisconsin-Milwaukee
2
THANK YOU Many thanks to Cathi Grus, APA Education Directorate and Nadine Kaslow, Emory University and the members of the Benchmarks Workgroup and Assessment Workgroup for their hard work and contributions to competency movement
3
Cases Student A: Applying for internship. Faculty in the program have had concerns about her from the middle of first year. Concerns have included ethical decision making, boundaries with clients, and poor self-reflection. Academic grades are in the A and B range, though, so the faculty vote to allow her to apply for internship. Letters are vaguely positive, because faculty cannot totally identify her strengths or challenges.
4
Cases Student B: 2nd Year doctoral student end of 2nd year practicum. Faculty instructor has had some concerns about student, but all reports from on-site supervisor have been glowing. End of April, on-site supervisor asks for a meeting to discuss serious reservations about the student, including violations of confidentiality, seeking a personal, sexual relationship with a client, and manipulating the evaluation process.
5
Cases Student C: 1st year doctoral student in first practicum notes in journal of fear of African-American clients. Responses to ethics vignette indicate lack of knowledge about ethics code and poor ethical decision-making. Initial consultation with supervisor indicates that student had been misrepresenting client contact.
6
Overview Overview of Competency Movement Competency Benchmarks
Competency Assessment Toolkit
7
CONTEXT
8
a “culture of competence” Roberts, Borden, Christiansen & Lopez (2005)
a shift within professional psychology toward an emphasis on the acquisition and maintenance of competence as a primary goal
9
Culture of Competence Recent years have witnessed a burgeoning interest in a competency-based approach to student learning outcomes in professional psychology Educational programs are expected to produce competence Professional credentialing bodies are expected to certify individuals as competent Policy makers laud competence Consumers increasingly demand it
10
Are all equal? for many years the doctoral degree has been linked with the construct of “entry-level to practice,” the latter has been poorly defined at best in terms of the level of competence and nature of competencies expected. Currently, entry-level to practice is defined by documentation of completion of required coursework, including requisite number of hours of supervised training. The correlation between these measures and actual competence as a professional psychologist is unknown, and thus arguably this is a poor proxy for actual evaluation of competence. In addition, external groups such as the U.S. Department of Education, regional accrediting bodies, and regulatory bodies, are discussing incorporating rules and regulations that would measure education and training outcomes in terms of specific competencies that students acquire.
11
Culture of Competence It is time to embrace a culture of the assessment of competence fosters learning evaluates progress assists in determining curriculum and training program effectiveness advances the field protects the public
12
Goal: Competent Psychologists
Choosing A Therapist That's Right for You!
13
A Pedagogical Shift Traditional models of education and training focus on learning objectives Objective: aim or goal Curriculum is designed to meet goals Competency models focus on outcomes Outcome: result, final state, achievement Measurement of student learning
14
Culture of Competence We can learn a lot from the efforts of our colleagues in education and the other health professions (medicine, pharmacy, nursing, dentistry) Assessment of Competence Toolbox (American College of Graduate Medical Education (ACGME) APA Guidelines for the Undergraduate Psychology Major (APA, 2007)
15
What is competence in professional psychology. What does it look like
What is competence in professional psychology? What does it look like? How is it best assessed?
16
Key Competency Initiatives in Professional Psychology
NSCPP Core Competencies APA Ethics code revised Model Curriculum for Training in Counseling Psychology BEA Task Force on Assessment of Competence ADPTC CCTC Practicum Competencies CoA revises G&P APPIC Competencies Conf. 1990s
17
Rodolfa, E. R. , Bent, R. J. , Eisman, E. , Nelson, P. D. , Rehm, L
**Rodolfa, E. R., Bent, R. J., Eisman, E., Nelson, P. D., Rehm, L., & Ritchie, P. (2005). A cube model for competency development: Implications for psychology educators and regulators. Professional Psychology: Research and Practice, 36,
18
Key Competency Initiatives in Professional Psychology
NSCPP Core Competencies APA Ethics code revised Model Curriculum for Training in Counseling Psychology BEA Task Force on Assessment of Competence ADPTC CCTC Practicum Competencies CoA revises G&P APPIC Competencies Conf. Competency Benchmarks Work Group Competency Assessment Toolkit 1990s
19
Competency Cube General Consensus 12 competency areas
BUT– what does each competency look like across a developmental trajectory?
20
Assessment of Competency Benchmarks Work Group
Chair: Nadya Fouad, Ph.D. Two-day meeting September 2006 Gathered individuals knowledgeable about domains of competence 32 member work group
21
Goals Build on existing knowledge and advance the shift to a “culture of competence” Promote excellence in professional education and training Operationalize a developmental model of competence in professional psychology To better inform understanding of “entry level to practice” in light of the APA policy on Education and Training Leading to Licensure
22
Caveats Applies most directly to those preparing for the practice of health service provision, i.e., those who will seek licensure Not meant to be prescriptive, a tool for programs to implement if they chose and in accordance with their model of education and training Assessment of competence must be balanced with the primary mission of the program: education and training
23
Product of the Group A document that delineates competency benchmarks, or measurable standards of performance, that are developmental and integrated through the sequence of professional education and training
24
How are the Benchmarks Organized?
Core Foundational and Functional Competencies Essential Component: what are the critical elements of/what knowledge/skills/attitudes that make up this competency? Behavioral Anchor: what would it look like if you saw it (essential component)?
25
Essential Components Professionalism: Professional values and ethics as evidenced in behavior and comportment that reflects the values and ethics of psychology, integrity, and responsibility. B. Deportment Readiness for Practicum Readiness for Internship Essential Component: Understands how to conduct oneself in a professional manner Professionally appropriate communication and physical conduct, including attire, across different settings
26
Essential Component Readiness for Entry to Practice:
Consistently conducts self in a professional manner across and settings and situations
27
Behavioral Anchors Readiness for Practicum Readiness for Internship
Professionalism B. Deportment Readiness for Practicum Readiness for Internship Demonstrates appropriate personal hygiene and attire Distinguishes between appropriate and inappropriate language and demeanor in professional contexts Demonstrates awareness of the impact behavior has on client, public and profession Utilizes appropriate language and demeanor in professional communications Demonstrates appropriate physical conduct, including attire, consistent with context
28
Behavioral Anchors Professionalism Readiness for Entry to Practice
B. Deportment Readiness for Entry to Practice Verbal and nonverbal communications are appropriate to the professional context including in challenging interactions
29
Benchmarks Benchmarks document underwent period public comment (fall 2007) Group charged by APA Board of Educational Affairs to review comment and made recommendations (spring/summer 2008) (e.g 15 competencies) Final version went to BEA Fall 2008 Manuscript in press in TEPP
30
Competency Assessment for Toolkit for Professional Psychology
Chair: Nadine Kaslow, Ph.D. Six members in work group Charge from APA Board of Educational Affairs: Develop a “Toolkit” for professional psychology Purpose: Promote broader implementation of competence assessment and provide information about application of assessment methods to the assessment of competence Coordinated effort with Benchmarks Work Group
31
Components of Toolkit Background and Introduction
Assessment Method Fact Sheets Description Use specific to core competencies, formative vs. summative, developmental level Implementation Psychometrics Strengths/Challenges Future Directions
32
Assessment Methods in Toolkit
360 evaluation Portfolio OSCE Structured Written & Oral Exams Case Presentation Simulation/Role Play Competence Evaluation Rating Form Self-Assessment Ratings of live or recorded performance Standardized Client Interview Client/Patient Process/Outcome Measure Consumer Satisfaction Survey End of Rotation Performance Review
33
Competency Professionalism: Deportment
Annual review Case reviews Process/outcome data Rating Forms Consumer surveys OSCE Portfolio reviews Ratings Performance Record reviews Self-assessment Simulations/role plays Stand. patient nterviews Stand. oral exams Written exams 360 Evaluations 1 2 3 Note: 1 = very useful method, 2 = useful, 3 = potentially useful
34
Table 1 Toolkit Assessment Measures, Foundational and Functional Competencies, Formative and Summative Evaluation, and Developmental Level Method Overall Broad Competencies Useful Essential Components of Competencies Useful Formative and Summative Evaluation (notes types of evaluation most useful for most competencies Developmental Level (notes levels most useful for) 360-Degree Evaluation Foundational Professionalism Reflective practice Relationships Ethical and legal standards and policy Interdisciplinary systems Functional Supervision Teaching Administration Advocacy Individual and cultural diversity Intervention Formative Summative Readiness for internship Entry level to practice Advanced credentialing
35
Components of Toolkit (cont.)
Grid of Assessment Methods and Competencies Best Used for Glossary of Terms Reference
36
Toolkit: Next Steps Plan for Dissemination
On-line, downloadable resources for education and training programs methods to assess competence Manuscript in press TEPP Presentation at education and training council meetings
37
Challenges? fostering an environment that supports enhancing excellence through assessment at the institutional, programmatic, and individual level; leadership to use results to strengthen Training in “difficult conversations”
38
Challenges? Recognize and articulate multiple roles trainers engage in and potential impact on evaluation Knowledge of a range of assessment tools, access to resources “tool kits”
39
Cases Student A: Applying for internship. Faculty in the program have had concerns about her from the middle of first year. Concerns have included ethical decision making, boundaries with clients, and poor self-reflection. Academic grades are in the A and B range, though, so the faculty vote to allow her to apply for internship. Letters are vaguely positive, because faculty cannot totally identify her strengths or challenges.
40
Cases Student B: 2nd Year doctoral student end of 2nd year practicum. Faculty instructor has had some concerns about student, but all reports from on-site supervisor have been glowing. End of April, on-site supervisor asks for a meeting to discuss serious reservations about the student, including violations of confidentiality, seeking a personal, sexual relationship with a client, and manipulating the evaluation process.
41
Cases Student C: 1st year doctoral student in first practicum notes in journal of fear of African-American clients. Responses to ethics vignette indicate lack of knowledge about ethics code and poor ethical decision-making. Initial consultation with supervisor indicates that student had been misrepresenting client contact.
42
Questions/Comments Preparing….
Similar presentations
