Carroll J J
Department of Counseling, Special Education, and Child Development, University of North Carolina at Charlotte 28223, USA.
Psychol Rep. 1998 Jun;82(3 Pt 1):727-34. doi: 10.2466/pr0.1998.82.3.727.
Research on factors influencing diagnostic credibility has not been widespread. In this study, agreement ratings for a clinical diagnosis were compared for two groups of students receiving supervision from differently credentialed hypothetical supervisors. Implications of these findings are discussed relative to preparation practices and improving clinical practice. As 190 students who had completed either less than one-half (n = 112) or more than one-half (n = 78) of their programs in 9 institutions gave mean ratings of about 5 on a 10-point scale, they did not differentially rate diagnostic credibility of the hypothetical supervisors having credentials as psychiatrists, doctorate-holding counselor education faculty, doctorate-holding psychologists, and doctoral students holding master's degrees in counselor education.
关于影响诊断可信度因素的研究并不广泛。在本研究中，对两组接受不同资质虚拟督导监督的学生的临床诊断一致性评分进行了比较。讨论了这些研究结果对准备工作实践和改善临床实践的意义。由于9所机构中完成课程不到一半（n = 112）或超过一半（n = 78）的190名学生在10分制量表上给出的平均评分约为5分，他们对具有精神病医生、持有博士学位的咨询教育教师、持有博士学位的心理学家以及持有咨询教育硕士学位的博士生资质的虚拟督导的诊断可信度没有给出差异评分。
