“It’s just a table of numbers”: the search for pedagogical meaning in psychology practicum logbooks

ABSTRACT

Objective

Postgraduate training programs are required to maintain a formal record of trainees’ placement experiences in the form of placement logbooks. There is a need to explore the perceived functions, benefits and shortcomings of placement logbooks, as well as how practicum information can be further utilised to support trainee development.

Method

This qualitative study aimed to better understand the placement logbook user experience. Sixteen participants (eight trainees and eight academic staff) at Australian higher education providers participated in focus groups and interviews. This study was informed by a critical realist epistemological framework with transcripts analysed using thematic analysis.

Results

There was substantial overlap in themes identified across the participant groups, therefore results for trainees and academic staff were merged. Findings indicated that the logbook was perceived to be predominately a tool to keep track of placement hours, with potential pedagogical functions noted but seldom employed. Completion and review of the logbook was mostly expressed in negative terms, with trainees reporting anxiety related to attaining needed hours, and academics noting time constraints for review. There was notable confusion regarding what counts as recordable activity. Participants raised a number of ways to improve logbooks, including better use of technology, standardized formats and integration with other systems.

Conclusions

Findings highlight that more could and should be done to improve the use of logbooks in psychology training.

KEY POINTS

What is already known about this topic:

1. Professional practicum experiences play a crucial role in the training of future psychologists. Accordingly, higher education providers need to maintain a formal record of trainee’s placement experiences in the form of placement logbooks.

2. A large body of national and international research indicates that there is substantial variability in both the content of placement experiences and the recording process for completing logbooks.

3. There is a need to consult both psychology trainers and trainees regarding current logbook processes to better understand the user experience.

What this topic adds:

1. The placement logbook user experience is predominately characterised by negative experiences such as complaints about time constraints and anxiety regarding hours accumulation; as well as positive experiences of pride and satisfaction.

2. Participants raised a number of ways to improve logbooks, including progress trackers, better use of technology, standardized formats and better integration with other systems.

3. There is a need for further pedagogical development of logbooks to increase their utility in supporting psychology trainees’ development and competence.

KEYWORDS:

• Psychology training
• logbooks
• competency based models
• practicum

Disclosure statement

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

Data availability statement

Due to the nature of this research, participants of this study did not agree for their data to be shared publicly, so supporting data is not available.