Applicant factors contributing to interview selection, ranking determination, and judgement of “Fit” among health service psychology internship training programs

Abstract

Background: The predoctoral internshipAQ4 training year is the capstone training experience for health service doctoral students. Previous research has explored what applicant characteristics are desired by internship sites and has not thoroughly explored differences between types of sites or criteria importance at different stages of applicant consideration (interview vs. ranking). Aims: We evaluate current perceptions of doctoral student internship applications by training directors. Materials and Methods: Internship training directors of APA-accredited sites report on the importance of different application materials during interview and ranking decisions. We also compare these rankings across site types.Results: Results indicate that internship sites were generally consistent in their criteria rankings; however, there were also some differences. Intern applicant "fit" continues to be the most important criteria by which applicants are judged at all stages of consideration. Qualitative analysis found that "fit" varied by site across themes of treatment, applicant, and site characteristics.Abbreviations: ANOVA, analysis of variance; APA, american psychological association; APPIC, association of psychology postdoctoral and internship center; EBP, evidence-based practices; TD, training directors; UCC, university counseling centers; VA, veteran affairs.Discussion: We discuss implications in their preparation of internship applications. In addition to the practical guidance for students, we discuss how program changes can increase applicant site competitiveness.

Implementation of a data-driven approach to internship recruitment.

“…Furthermore, the algorithm that is at the core of our data analysis can easily be modified based on changes in the preferences of the training team and changes in the focus of the program. Relatedly, research suggests that recruitment trends have changed over time in terms of what is prioritized by training programs (Ingram et al, 2021); the weighted algorithm used at our site is easily adjusted based on trends in internship training. For example, over the years, we have increased our focus on commitment to health equity and representation of minoritized groups in our internship classes and have adjusted research expectations with the development of new clinical promotion tracks in academic medical centers.…”

Doctoral students' intention to use assessments in their career: The incremental role of self‐reported competence

“…However, despite the emphasis on assessment competency within some specialties, trainees do not necessarily enter their field with exceptional competency above and beyond other trainees. Indeed, internship sites representing different areas of practice (e.g., Veterans Affairs, Community‐Based, Child‐Focused, Medical Settings, Psychiatric Hospitals) do not differentially prioritize assessment hours in applicants, with the exception of university counseling centers tending to place less emphasis on assessment (Ingram et al, 2021). Thus, assessment competency attainment by trainees is an important first step toward career‐long, ethical, assessment practice regardless of trainee specialty and presumed future assessment activities.…”