Graduate admissions in pediatric psychology: the importance of undergraduate training.

OBJECTIVES

To determine the minimum and ideal undergraduate experiences in pediatric psychology expected by graduate faculty; to determine the experiences current trainees gained prior to graduate admission; to compare trainee experiences with faculty expectations.

METHODS

Faculty and current trainees completed surveys.

RESULTS

Faculty expectations of minimum and ideal undergraduate training were highest for research methods and evaluation, paralleling the highest level of undergraduate training reported by trainees. Research goodness of fit also emerged as a critical admissions factor.

CONCLUSIONS

The results offer empirical evidence for desirable undergraduate training related to pediatric psychology, particularly with respect to research experiences. The findings have implications for prospective trainees, faculty who mentor undergraduates, and graduate faculty serving on admissions committees.