TY - JOUR
T1 - A New Reality
T2 - The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs
AU - Australian Postgraduate Psychology Simulation Education Working Group (APPESWG)
AU - Paparo, Josephine
AU - Beccaria, Gavin
AU - Canoy, Doreen
AU - Chur-Hansen, Anna
AU - Conti, Janet E.
AU - Correia, Helen
AU - Dudley, Amanda
AU - Gooi, Chien
AU - Hammond, Sabine
AU - Kavanagh, Phillip S.
AU - Monfries, Melissa
AU - Norris, Kimberley
AU - Oxlad, Melissa
AU - Rooney, Rosanna M.
AU - Sawyer, Alyssa
AU - Sheen, Jade
AU - Xenos, Sophia
AU - Yap, Keong
AU - Thielking, Monica
N1 - Funding Information:
APPESWG would like to thank the educators who, in addition to those on the Working Group, provided examples of simulated learning activities currently used in postgraduate psychology training in Australia. The contributions of Maryanne Cheng (Curtin University) are also acknowledged.
Publisher Copyright:
© Copyright © 2021 Paparo, Beccaria, Canoy, Chur-Hansen, Conti, Correia, Dudley, Gooi, Hammond, Kavanagh, Monfries, Norris, Oxlad, Rooney, Sawyer, Sheen, Xenos, Yap and Thielking.
PY - 2021/7/26
Y1 - 2021/7/26
N2 - In training to become a registered psychologist in Australia, as with many other countries, there is a requirement for students to attend placements, where they work with clients in an apprenticeship model under the guidance of qualified supervisors. In the context of COVID-19, tertiary sector psychology educators responsible for facilitating these placements, which typically require face-to-face client work, have been challenged to arrange or maintain practica. During the pandemic, across Australia, most placements have been affected through cancellation, postponement, or modification (e.g., using telehealth, supported by the Australian Federal Government). In this paper we describe a collaborative initiative by members of the psychology profession across 15 providers of Australian postgraduate professional training programs. The initiative aimed to identify ways in which to develop and innovate psychological placement offerings, specifically using simulation-based learning. Although simulation-based learning in psychology training programs in Australia is a widely employed pedagogy for the scaffolding of theory into psychological practice, there is paucity of clear and comprehensive guidelines for the use of simulation to both optimize competency-based training and ensure public and student safety. The overarching aim of the group, and the focus of this paper, is to provide standardized guidelines for the inclusion of simulation-based learning in psychology training in Australia both during and post-COVID 19. Such guidelines may be equally valuable for psychology training programs globally.
AB - In training to become a registered psychologist in Australia, as with many other countries, there is a requirement for students to attend placements, where they work with clients in an apprenticeship model under the guidance of qualified supervisors. In the context of COVID-19, tertiary sector psychology educators responsible for facilitating these placements, which typically require face-to-face client work, have been challenged to arrange or maintain practica. During the pandemic, across Australia, most placements have been affected through cancellation, postponement, or modification (e.g., using telehealth, supported by the Australian Federal Government). In this paper we describe a collaborative initiative by members of the psychology profession across 15 providers of Australian postgraduate professional training programs. The initiative aimed to identify ways in which to develop and innovate psychological placement offerings, specifically using simulation-based learning. Although simulation-based learning in psychology training programs in Australia is a widely employed pedagogy for the scaffolding of theory into psychological practice, there is paucity of clear and comprehensive guidelines for the use of simulation to both optimize competency-based training and ensure public and student safety. The overarching aim of the group, and the focus of this paper, is to provide standardized guidelines for the inclusion of simulation-based learning in psychology training in Australia both during and post-COVID 19. Such guidelines may be equally valuable for psychology training programs globally.
KW - Australian psychologists
KW - competency-based training
KW - professional psychology
KW - psychology training and education
KW - simulation-based learning
UR - http://www.scopus.com/inward/record.url?scp=85112200706&partnerID=8YFLogxK
UR - https://www.frontiersin.org/about/review-system
U2 - 10.3389/feduc.2021.653269
DO - 10.3389/feduc.2021.653269
M3 - Article
AN - SCOPUS:85112200706
SN - 2504-284X
VL - 6
SP - 1
EP - 19
JO - Frontiers in Education
JF - Frontiers in Education
M1 - 653269
ER -