Satisfaction with psychology training in the Veterans Healthcare Administration.

Abstract

Given that VA is the largest trainer of psychologists in the United States, this study sought to understand satisfaction with VA psychology training and which elements of training best predict trainees' positive perceptions of training (e.g., willingness to choose training experience again, stated intentions to work in VA). Psychology trainees completed the Learners' Perceptions Survey (LPS) from 2005 to 2017 (N ϭ 5,342). Satisfaction was uniformly high. Trainee satisfaction was significantly associated with level of training, facility complexity, and some patient-mix factors. Learning environment (autonomy, time with patients, etc.), clinical faculty/preceptors (teaching ability, accessibility, etc.), and personal experiences (work/life balance, personal responsibility for patient care, etc.) were the biggest drivers of stated willingness to repeat training experiences in VA and seek employment there. Results have implications for psychologists involved in the provision of a training experience valued by trainees. Public Significance StatementPsychology trainees within the Veterans Health Administration reported being quite satisfied with the training they received, and most would consider VA employment. Training sites should provide resources to bolster the learning environment (autonomy, time with patients, etc.), clinical faculty/ supervisors (teaching ability, accessibility, etc.), and personal experiences (work/life balance, personal responsibility for patient care, etc.).

Supervising and supporting trainees with disabilities in the Veterans Health Administration: An overlooked but critical need and opportunity.

“…Additionally, trainees may be motivated to enter the VAHCS system during their predoctoral internship or postdoctoral fellowship, as this full-time employment counts toward VAHCS leave and retirement benefits. Furthermore, researchers have found that VAHCS trainees tend to report a high level of satisfaction with their training (Belanger et al, 2018). This may be appealing to students with disabilities who are specifically seeking a positive and supportive training experience due to the frequent barriers they encounter in graduate school (Lund et al, 2014, 2016, 2020, 2021).…”