Postgraduate students’ perceptions of simulation-based learning in professional psychology training

ABSTRACT

Objective

In a field with limited placement resources, further exacerbated by challenges due to COVID-19, simulation-based learning (SBL) represents a novel, evidence-based way to expose psychology students to learning opportunities. We examine students’ experiences and perceptions of SBL during postgraduate psychology training and their views on using extended SBL to aid clinical competence development.

Methods

84 students in postgraduate training programs from across Australia completed a methods cross-sectional survey about SBL. Quantitative data were analysed using descriptive statistics, while responses to open-ended questions were examined using content analysis.

Results

The most common forms of SBL were role play, simulated initial interviews and psychological assessments. Students viewed SBL as a valid way to develop assessment and intervention skills and recognised it as a useful means to develop clinical competence. SBL was seen as a good way to ease into client work and incorporating more SBL into professional psychology was viewed as beneficial. From qualitative data, two superordinate themes were generated: SBL May Confer Many Benefits for Professional Training and SBL is Complex and Not Without Challenges.

Conclusions

Provisional psychologists see value in SBL and appear largely supportive of increasing SBL in professional training. However, educators must be clear on why and how SBL will be used and seek to follow best-practice guidelines.

Key points

What is already known about this topic:

• (1) SBL is associated with positive clinical training outcomes in fields such as medicine and nursing.

• (2) Less is known about the use of SBL in postgraduate psychology training programs.

• (3) Much of the research on simulation-based learning in psychology has reported on objective structured clinical examinations.

What this topic adds:

• (1) Students in postgraduate psychology programs see value in SBL as a “soft entry” to clinical work, particularly for novice therapists.

• (2) Most students viewed extended SBL as a useful way to develop core competencies with diverse presentations, before commencing field placements.

• (3) Educators must follow best-practice guidelines when using SBL as benefits diminish when SBL is unstructured, unstandardised, and seemingly inauthentic.

KEYWORDS:

• Simulation-based learning
• professional training
• clinical competence
• skill development
• student perceptions

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Data may be available on request from the author(s) subject to ethical requirements.

Additional information

Funding

The author(s) declare(s) that no financial support for the research, authorship, and/or publication of this article was received.