Terry Josephine, Gonsalvez Craig, Deane Frank Patrick
School of Social Sciences and Psychology Western Sydney University.
School of Psychology University of Wollongong.
Aust Psychol. 2017 Apr;52(2):130-139. doi: 10.1111/ap.12250. Epub 2016 Oct 12.
Supervisor assessments of trainee competence are integral to ensuring that clinical psychology trainees reach competency benchmarks. The commonly used Clinical Psychology Practicum Competencies Rating Scale (CΨPRS) has been shown to elicit inflated ratings of competency. Hence, the aim of this study is to examine whether brief supervisor training reduces ratings by providing objective criteria with which supervisors can assess trainee competency.
The ratings included were of 124 psychology trainees from nine Australian university clinical programmes. Of 170 supervisors, 32 completed the online training immediately prior to commencing the CΨPRS. Training required supervisors to rate the competency level described in five standardised vignettes (Beginner through to Competent). Vignette ratings, as determined by a panel of expert supervisors, were provided as feedback. A sixth calibration vignette was also rated (no feedback provided). Firstly, CΨPRS ratings from the trained and untrained supervisors were compared. Secondly, the difference between supervisor and expert ratings of the calibration vignettes were compared across trained and untrained groups.
Trained supervisors provided lower CΨPRS ratings than untrained supervisors. In addition, trained supervisors (vs untrained supervisors) provided ratings of the calibration vignette that more accurately matched the ratings provided by the expert panel.
Brief online training using standardised vignettes was associated with lower CΨPRS ratings. The standardised vignettes helped calibrate supervisors' ratings and likely attuned supervisors to the skills and competency levels that are expected at particular developmental stages. As a consequence, training appeared to reduce ratings, arguably resulting in more accurate assessments of trainee performance.
督导对实习生能力的评估对于确保临床心理学实习生达到能力基准至关重要。常用的临床心理学实习能力评定量表（CΨPRS）已被证明会导致能力评定虚高。因此，本研究的目的是检验简短的督导培训是否通过提供客观标准来降低评定分数，使督导能够据此评估实习生能力。
纳入的评定来自澳大利亚九所大学临床项目的124名心理学实习生。在170名督导中，32名在开始使用CΨPRS之前立即完成了在线培训。培训要求督导对五个标准化 vignette（从初学者到胜任者）中描述的能力水平进行评定。由专家督导小组确定的vignette评定结果作为反馈提供。还对第六个校准vignette进行了评定（未提供反馈）。首先，比较经过培训和未经过培训的督导的CΨPRS评定结果。其次，比较经过培训和未经过培训的小组对校准vignette的督导评定与专家评定之间的差异。
经过培训的督导给出的CΨPRS评定分数低于未经过培训的督导。此外，经过培训的督导（与未经过培训的督导相比）对校准vignette的评定结果与专家小组提供的评定结果更准确地匹配。
使用标准化vignette的简短在线培训与较低的CΨPRS评定分数相关。标准化vignette有助于校准督导的评定，可能使督导适应特定发展阶段预期的技能和能力水平。因此，培训似乎降低了评定分数，可以说这导致了对实习生表现更准确的评估。
