Einsatz standardisierter Patienten im Psychologiestudium: Von der Forschung in die Praxis

Kühne, Franziska; Maaß, Ulrike; Weck, Florian

doi:10.1159/000509249

Cited by 4 publications

(1 citation statement)

References 29 publications

(112 reference statements)

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“…For assessments of practical understanding , clinical case vignettes (CV) or case reports are applicable. Standardized role-plays with a simulated patient are typically used at the third level for the assessment of practical application of knowledge/skill (Kühne, Maaß, Weck, 2021). For clinical practice assessments at assessment Level 4, ratings of real patient sessions or patient outcomes are used (Muse & McManus, 2013).…”

Section: The Assessment Of Psychotherapy Competencementioning

confidence: 99%

The relation between knowledge and skills assessments in psychotherapy training: Secondary analysis of a randomized controlled trial.

Heinze,

Weck,

Maaß

et al. 2024

Training and Education in Professional Psychology

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Although the assessment of therapists' competence is often conceptualized in a hierarchical model, the model's implications are underresearched. This study thus focuses on the association between theoretical knowledge and applied knowledge on one side, and communication and therapy skills on the other. Psychology students (N = 69) took part in a psychotherapy training study, including role-plays with standardized patients. The training interventions included reading treatment manuals and watching model videos. We measured theoretical knowledge using multiple-choice questions, applied knowledge using case vignettes, and psychotherapy skills in videotaped sessions with standardized patients using independent competence ratings. Theoretical knowledge correlated significantly with practical competences (r = .28-.36, p < .05) and predicted postintervention skills in standardized patients interactions (β = .21-.35, p < .05). Applied knowledge was significantly correlated with practical competences (r = .31-.54, p < .05), and predicted postintervention skills in one out of two treatment conditions (β = .47, p < .001). The results underline the importance of theoretical knowledge and applied knowledge in psychotherapy training in the early career of therapists. The discussion focuses on methodological aspects, and on implications for future studies and training. Public Significance StatementThis study shows that theoretical knowledge and applied knowledge of trainee therapists are associated with practical skills in role-play interactions with simulated patients. Our findings underline the need for evidence-based theoretical training in order to promote competent and skillful treatment.

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Section: The Assessment Of Psychotherapy Competencementioning

confidence: 99%

The relation between knowledge and skills assessments in psychotherapy training: Secondary analysis of a randomized controlled trial.

Heinze,

Weck,

Maaß

et al. 2024

Training and Education in Professional Psychology

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Experience-Based Competency Training in Child and Adolescent Psychotherapy

Ehrenthal

Clauss

Tettenborn

et al. 2021

Zeitschrift für Klinische Psychologie und Psychotherapie

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Abstract. Background: Compared to adult psychotherapy training, there is little knowledge about the use of standardized actor-patients (SPs) for the development of professional competencies for younger patient populations. Objective: We assessed the effectiveness of two university-based training programs for diagnostic as well as intervention skills in child and adolescent psychotherapy. Methods: Psychology students took part in two courses on the development of diagnostic competencies ( N = 59) and on intervention skills ( N = 51). We applied active and experience-based learning strategies, including exercises on self-awareness, mindfulness, peer role-play, and the use of SPs. Competence gain as well as a general evaluation of the seminars were assessed by self-report. Results: For both seminars, self-reported competence increased significantly with a large effect. The retrospective evaluation of learning success and acceptance ratings of the didactic formats were high. Conclusions: Experience-based trainings that include SPs are a feasible option for child and adolescent psychotherapy. The findings are discussed from a conceptual as well as a practical perspective.

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Simulationspatient_innen in Forschung und Lehre

Kühne

Weck

2021

Zeitschrift für Klinische Psychologie und Psychotherapie

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Einsatz standardisierter Patienten im Psychologiestudium: Von der Forschung in die Praxis

Cited by 4 publications

References 29 publications

The relation between knowledge and skills assessments in psychotherapy training: Secondary analysis of a randomized controlled trial.

The relation between knowledge and skills assessments in psychotherapy training: Secondary analysis of a randomized controlled trial.

Experience-Based Competency Training in Child and Adolescent Psychotherapy

Simulationspatient_innen in Forschung und Lehre

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