A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

Paparo, Josephine and Beccaria, Gavin ORCID: https://orcid.org/0000-0002-4341-804X and Canoy, Doreen and Chur-Hansen, Anna and Conti, Janet E. and Correia, Helen and Dudley, Amanda and Gooi, Chien and Hammond, Sabine and Kavanagh, Phillip S. and Monfries, Melissa and Norris, Kimberly and Oxlad, Melissa and Rooney, Rosanna M. and Sawyer, Alyssa and Sheen, Jade and Xenos, Sophia and Yap, Keong and Thielking, Monica (2021) A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs. Frontiers in Education, 6:653269. pp. 1-17.

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Abstract

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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright © 2021 Paparo, Beccaria, Canoy, Chur-Hansen, Conti, Correia, Dudley, Gooi, Hammond, Kavanagh, Monfries, Norris, Oxlad, Rooney, Sawyer, Sheen, Xenos, Yap and Thielking. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
Faculty/School / Institute/Centre: Historic - Faculty of Health, Engineering and Sciences - School of Psychology and Counselling (1 Jan 2015 - 31 Dec 2021)
Faculty/School / Institute/Centre: Historic - Faculty of Health, Engineering and Sciences - School of Psychology and Counselling (1 Jan 2015 - 31 Dec 2021)
Date Deposited: 12 Jan 2022 04:24
Last Modified: 14 Jan 2022 01:15
Uncontrolled Keywords: simulation-based learning, professional psychology, competency-based training, Australian psychologists, psychology training and education
Fields of Research (2008): 17 Psychology and Cognitive Sciences > 1701 Psychology > 170199 Psychology not elsewhere classified
Fields of Research (2020): 39 EDUCATION > 3901 Curriculum and pedagogy > 390114 Vocational education and training curriculum and pedagogy
Socio-Economic Objectives (2008): C Society > 93 Education and Training > 9305 Education and Training Systems > 930599 Education and Training Systems not elsewhere classified
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160302 Pedagogy
Identification Number or DOI: https://doi.org/10.3389/feduc.2021.653269
URI: http://eprints.usq.edu.au/id/eprint/45389

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