Comparing student clinician and licensed psychologist clinical judgment.

Abstract

This study examined the habits of psychology graduate students with respect to measuring treatment outcome. Graduate students in doctoral psychology programs (N = 397) responded to an online survey, which entailed the rating of progress for a hypothesized client and the making of treatment recommendations. The results from this study were compared with a previous study involving licensed psychologists; statistically significant differences were found in the progress ratings of the two samples, and the treatment decisions were related to a weak effect size. The researchers make recommendations for students, supervisors, and educators, including the importance of regularly using outcome-tracking measures.

Trainees’ experiences using progress monitoring measures.

“…that training in this EBP helps trainees understand the value of PM as a supplement to clinical judgment (Tracey et al, 2014). Further supporting this, a study investigating decision-making processes in psychology graduate students demonstrated that when students are provided with data from PM measures, they readily incorporated the information into decision making, particularly if it provided novel information (Waltman et al, 2013).…”

“…Par-ticipation was contingent on DCTs responding to the survey invitation-that is, if they did not forward the survey to students, the students would not have had the option of participation. Given that the participant demographics are similar to those of other surveys of students (e.g., Luebbe et al, 2007;Waltman et al, 2013), we can suggest that the sample is likely to be representative of the population of students in professional psychology programs.…”

The science of training I: Admissions, curriculum, and research training.

“…Seventh, few programs train students in clinical decision making, though the majority of directors of clinical training consider it important (Harding, 2007). Trainees risk being overconfident in their decisions (Waltman, Williams, & Christiansen, 2013). There is some evidence that diagnostic decision making may be improved and information processing errors reduced via brief feedback (Wood & Tracey, 2009).…”

Improving clinician self-awareness and increasing accurate representation of clinical competencies.

“…Another strategy for increasing use of outcome tracking involves improving training in the use of these tools during graduate study as well as increased access to training in the most up-to-date outcome measurement at the postgraduate level. Increased emphasis in evidence-based assessment in doctoral training programs has resulted in student clinicians endorsing use of outcome measures at nearly double the rate of their licensed counterparts (Waltman et al, 2013). Currently, practicing clinicians can seek out continuing education training opportunities in effective and practical outcome measurement through reputable professional organizations (e.g., APA).…”

“…Notably, no clinicians rated their abilities below the 50th percentile. In addition, other biases such as the confirmation bias (Ruscio, 2007), inattention to missing data (Waltman, Williams, & Christiansen, 2013), and overconfidence (Garb, 1986; Ruscio, 2007) may all contribute to clinicians’ perceptions of their own skills being enhanced or exaggerated.…”