Integrating Equip competency-based training into a university curriculum
A qualitative inquiry with students and faculty at Makerere University in Uganda
Bibliographic Data
| ID | 22166360 |
|---|---|
| Authors | Morris Ndeezi (0000-0002-7880-7053, Makerere University, corresponding author), Gloria Pedersen (0000-0003-3427-3464, George Washington University), Gloria A Pedersen, Benjamin Alipanga (0009-0006-5573-9605, Makerere University), Ibrahim Luberenga (0000-0002-8050-8642, Michigan State University), B A Kohrt (0000-0002-3829-4820, George Washington University), Roscoe Kasujja (Makerere University) |
| Year | 2024 |
| Volume | 8 |
| Publication date | 2024-01-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2023.1290630 |
| PMID | 40964047 |
| OpenAlex | W4390611517 |
| Language | EN |
| References cited | 37 |
Introduction: Competency-based training has gained prominence in clinical psychology education, emphasizing practical skills acquisition. The EQUIP competency-based approach, recognized for its effectiveness in in-service training, raises questions about its feasibility and utility in pre-service education. Methods: Faculty and supervisors were trained in and applied EQUIP competency-based assessment and techniques with current graduate students. A cohort comprising 15 graduate students, 12 faculty members, and supervisors from Butabika National Referral Mental Health and Teaching Hospital participated in focus group discussion and key informant interviews. Qualitative data was collected from 1st August 2022 to 4th August 2022. Thematic analysis identified three central themes. Findings: The first theme reveals participants' recognition of EQUIP's feasibility in standardizing competence levels and addressing curriculum gaps. An extended training period, approximately 15 h, was identified as crucial to enhance educators' and supervisors' confidence in implementing the approach. The second theme emphasizes the pivotal role of role-play in competency-based training, transforming initial apprehension into constructive learning. Lastly, feedback emerged as a crucial component, with participants highlighting its role in fostering self-assuredness and refining skills. Conclusion: The study emphasizes the importance of robust training in competency-based methodologies. The EQUIP approach's potential in clinical psychology education is evidenced by its alignment with research outcomes. Beyond this, the study advocates for longitudinal research to assess sustained engagement with EQUIP resources and their long-term impact. This research not only advances the discourse on competency-based training but also sets the stage for continuous improvements in clinical psychology education
Curriculum · Focus group · Medical education · Pedagogy · Qualitative research · Thematic analysis · Academic and Historical Perspectives in Psychology · Counseling Practices and Supervision · Medicine · Psychology · Psychotherapy Techniques and Applications
Assessment, feedback and the alchemy of learning
Prime
Psychological Treatments for the World
The dissemination and implementation of evidence-based psychological treatments
Therapist competence in global mental health
Assessment of service provider competency for child and adolescent psychological treatments and psychosocial services in global mental health
Supporting thinking on sample sizes for thematic analyses
Assessing the Clinical Competence of Psychology Students Through Objective Structured Clinical Examinations (OSCEs)
Competencies in Professional Psychology
Training Counselors to Work With Complex Clients
| Citation velocity | historical |
|---|---|
| Highly cited | No |