Standardized patients in psychotherapy training and clinical supervision: study protocol for a randomized controlled trial

Abstract

Background: Psychotherapy is highly effective and widely acknowledged for treating various mental disorders. Nevertheless, in terms of methods for teaching effective psychotherapeutic approaches and competencies, there has been a lack of investigation. Training and supervision are the main strategies for teaching therapist competencies, and standardized role-plays with simulated patients (i.e., trained individuals playing someone with a mental disorder) seem useful for evaluating training approaches. In medical education, this procedure is now internationally established. However, so far, little use has been made of standardized role-playing to evaluate training and supervision in the area of clinical psychology and psychotherapy.Methods: In this study, standardized role-plays are used to evaluate methods for training and supervision. Central cognitive behavioral approaches for treating depression are taught in the training. The first experiment compares an active training approach (i.e., model learning) with a passive one (i.e., reading manual-based instructions). The second experiment compares a direct supervision technique (i.e., supervision based on video analysis) with an indirect one (i.e., supervision based on verbal reporting). In each experiment, 68 bachelor's and master's students of psychology will be randomly assigned to the experimental and control groups. Each student takes part in three role-plays (baseline, post and 3-month follow-up), which are all videotaped. Two independent raters assess therapist competencies in each role-play on the basis of a standardized competence scale.Discussion: The research project aims to contribute to the development of specific training and supervision methods in order to improve psychotherapy training and patient care.

The concise measurement of clinical communication skills: Validation of a short scale

“…We analyzed four data sets that have recently been collected as part of three different studies ( 7 , 23 , 29 ). The data sets have not been analyzed before for the purpose of validating the CCSS-S.…”

“…Data sets 2–4 were used for the validation of the CCSS-S. The data originate from two randomized controlled trials comparing different training methods for psychotherapists ( 7 , 29 ). In each study, two trained raters watched videos of simulated therapy sessions (20 min) and evaluated the competences of N = 69 psychology students, in the roles of therapists across several measurement points.…”

“…In order to identify these skills and monitor their changes as recommended by several authors (3,4), valid and reliable measurement methods are needed (5,6). Such measurements should be suitable for a number of different training contexts, for example, for the use in role-plays with simulated patients-a training approach that is becoming increasingly important in psychotherapy training (7)(8)(9)(10)(11).…”

DYNAMIC—A longitudinal curricular concept

“…Er erweist sich als geeignete Prüfungsmethode, die zwar mit einem hohem Angstniveau aufseiten der Prüflinge verknüpft ist, aber dennoch als realistische, valide und faire Prüfungsmethode wahrgenommen und als positive Lernerfahrungbeurteiltwird (Gumzetal. 2020; Kühne et al 2020;Yap et al 2012;Sheen et al 2015). Wesentlich scheint die Fähigkeit der standardisierten Patienten zu sein, eine als authentisch erlebte klinische Situation herzustellen (Melluish et al 2007).…”

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

“…Die Supervisionen anschließend zu evaluieren wäre insofern lohnenswert, als dass die Effektivität von Supervision im naturalistischen Setting schwer überprüfbar ist [Willutzki et al, 2015]. Neben dieser eher praxisorientierten Forschung können SP weiterhin für einen experimentellen Vergleich verschiedener Trainings-und Supervisionsmethoden eingesetzt werden [Kühne et al, 2020b]. Schließlich können SP auch in Telefoninterviews im Anschluss an ein Onlinetraining genutzt werden, beispielsweise um zu erfassen, ob Teilnehmer*innen online vermittelte Fertigkeiten (beispielsweise der Motivierenden Gesprächsführung) anwenden können [Edwards et al, 2016].…”