The value of practice simulations and Objective Structured Professional Assessments (OSPAs) for school psychology training: Participant perspectives

References

• Alinier, G. (2003). Nursing students’ and lecturers’ perspectives of objective structured clinical examination incorporating simulation. Nurse Education Today, 23(6), 419–426. doi:10.1016/S0260-6917(03)00044-3
   PubMed Web of Science ®Google Scholar
• Alinier, G., & Alinier, N. (2006). Design of an objective assessment tool to evaluate students‘ basic electrical engineering skills: The OSTE. Journal for the Enhancement of Learning and Teaching, 3(1), 57–63.
   Google Scholar
• Atkinson, C., Dunsmuir, S., Lang, J., & Wright, S. (2015). Developing a competency framework for the initial training of educational psychologists working with young people aged 16–25. Educational Psychology in Practice, 31, 159–173. doi:10.1080/02667363.2015.1004038
   Web of Science ®Google Scholar
• Bartfay, W. J., Rombough, R., Howse, E., & Leblanc, R. (2004). Evaluation. The OSCE approach in nursing education. The Canadian Nurse, 100(3), 18–23.
   PubMedGoogle Scholar
• Binstead, D. (1980). Design for learning in management training and development: A view. Learning and Management Training, 4(8), 2–32. doi:10.1108/eb002352
   Google Scholar
• Biran, L. A. (1991). Self-assessment and learning through GOSCE (group objective structured clinical examination). Medical Education, 25, 475–479. doi:10.1111/j.1365-2923.1991.tb00100.x
   PubMed Web of Science ®Google Scholar
• Black, N. M., & Harden, R. M. (1986). Providing feedback to students on clinical skills by using the objective structured clinical examination. Medical Education, 20, 48–52. doi:10.1111/j.1365-2923.1986.tb01041.x
   PubMed Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi:10.1191/1478088706qp063oa
   Google Scholar
• British Psychological Society. 2019. Standards for the accreditation of doctoral programmes in educational psychology in England, Wales & Northern Ireland. Leicester, UK: BPS. Retrieved from https://www.bps.org.uk/sites/bps.org.uk/files/Accreditation/Educational%20Accreditation%20Handbook%202019.pdf
   Google Scholar
• Burgoyne, J. G. (1992). Frameworks for understanding individual and collective professional development. Educational and Child Psychology, 9(2), 42–52.
   Google Scholar
• Burgoyne, J. G., & Stuart, R. (1976). The nature, use and acquisition of managerial skills and other attributes. Personnel Review, 5, 53–58. doi:10.1108/eb055318
   Web of Science ®Google Scholar
• Clarke, V., & Braun, V. (2013). Successful qualitative research: A practical guide for beginners. London: Sage Publications.
   Google Scholar
• Clarke, S., Rainey, D., & Traynor, M. (2011). Using the objective structured clinical examination (OSCE) to assess orthopaedic clinical skills for the registered nurse. International Journal of Orthopaedic and Trauma Nursing, 15(2), 92–101. doi:10.1016/j.ijotn.2010.11.003
   Google Scholar
• Dunsmuir, S., Atkinson, C., Lang, J., Warhurst, A., & Wright, S. (2017). Objective structured professional assessments for trainee educational psychologists: An evaluation. Educational Psychology in Practice, 33(4), 418–434. doi:10.1080/02667363.2017.13.52490
   Web of Science ®Google Scholar
• Fidment, S. (2012). The objective structured clinical exam (OSCE): A qualitative study exploring the healthcare student’s experience. Student Engagement and Experience Journal, 1(1), 1–11. doi:10.7190/seej.v1i1.37
   Google Scholar
• Friese, S. (2015). Atlas.ti 7 user manual. Berlin, Germany: Scientific Software Development GmbH.
   Google Scholar
• Gonsalvez, C. J., Bushnell, J., Blackman, R., Deane, F., Bliokas, V., Nicholson-Perry, K., & Knight, R. (2013). Assessment of psychology competencies in field placements: Standardized vignettes reduce rater bias. Training and Education in Professional Psychology, 7(2), 99–111. doi:10.1037/a0031617
   Web of Science ®Google Scholar
• Gonsalvez, C. J., & Freestone, J. (2007). Field supervisors’ assessments of trainee performance: Are they reliable and valid? Australian Psychologist, 42(1), 23–32. doi:10.1080/00050060600827615
   Web of Science ®Google Scholar
• Harden, R. M., Stevenson, M., Downie, W. W., & Wilson, G. M. (1975). Assessment of clinical competence using objective structured examination. British Medical Journal, 1(5955), 447–451. doi:10.1136/bmj.1.5955.447
   PubMed Web of Science ®Google Scholar
• Harris, I. B., & Miller, W. J. (1990). Feedback in an objective structured clinical examination by medical students serving as patients, examiners, and teachers. Academic Medicine, 65, 433–434. doi:10.1097/00001888-199007000-00002
   PubMed Web of Science ®Google Scholar
• Hodder, R. V., Rivington, R. N., Calcutt, L. E., & Hart, I. R. (1989). The effectiveness of immediate feedback during the objective structured clinical examination. Medical Education, 23, 184–188. doi:10.1111/j.1365-2923.1989.tb00884.x
   PubMed Web of Science ®Google Scholar
• Hodges, B., Hanson, M., McNaughton, N., & Regehr, G. (2002). Creating, monitoring, and improving a psychiatry OSCE. Academic Psychiatry, 26(3), 134–161. doi:10.1176/appi.ap.26.3.134
   PubMed Web of Science ®Google Scholar
• Krueger, R. A., & Casey, M. A. (2009). Focus groups: A practical guide for applied research. Sage. doi:10.2307/3172912
   Google Scholar
• McKnight, J., Rideout, E., Brown, B., Clieska, D., Patton, D., Rankin, J., & Woodward, C. (1987). The objective structured clinical examination: An alternative approach to assessing student clinical performance. Journal of Nursing Education, 26, 39–41.3029351.
   PubMedGoogle Scholar
• Merry, S., & Orsmond, P. (2008). Students’ attitudes to and usage of academic feedback provided via audio files. Bioscience Education, 11, 1–11. doi:10.3108/beej.11.3
   Google Scholar
• Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9), S63–7. doi:10.1097/00001888-199009000-00045
   PubMed Web of Science ®Google Scholar
• Newble, D. (2004). Techniques for measuring clinical competence: Objective structured clinical examinations. Medical Education, 38(2), 199–203. doi:10.1111/j.1365-2923.2004.01755.x
   PubMed Web of Science ®Google Scholar
• Nicol, M., & Freeth, D. (1998). Assessment of clinical skills: A new approach to an old problem. Nurse Education Today, 18(8), 601–609. doi:10.1016/S0260-6917(98)80056-7
   PubMed Web of Science ®Google Scholar
• Norman, G. R., Tugwell, P., & Feighter, J. W. (1982). A comparison of residents’ performance on real and simulated patients. Journal of Medical Education, 57, 708–715. doi:10.1097/00001888-198209000-00008
   PubMedGoogle Scholar
• Rao, R. (2005). OSCEs in Psychiatry. London, UK: Gaskell.
   Google Scholar
• Rethans, J. J., Drop, R., Sturmans, F., & van der Vleuten, C. (1991). A method for introducing standardized patients into general practice consultations. British Journal of General Practice, 41, 94–96.
   PubMed Web of Science ®Google Scholar
• Rushforth, H. E. (2007). Objective structured clinical examination (OSCE): Review of literature and implications for nursing education. Nurse Education Today, 27, 481–490. doi:10.1016/j.nedt.2006.08.009
   PubMed Web of Science ®Google Scholar
• Schuwirth, L. W., & Van der Vleuten, C. P. M. (2003). The use of clinical simulations in assessment. Medical Education, 37(s1), 65–71. doi:10.1046/j.1365-2923.37.s1.8.x
   PubMedGoogle Scholar
• Scott, T. L., Pachana, N. A., & Sofronoff, K. (2011). Survey of current curriculum practices within Australian postgraduate clinical training programmes: Students‘ and programme directors‘ perspectives. Australian Psychologist, 46(2), 77–89. doi:10.1111/j.1742-9544.2011.00030.x
   Web of Science ®Google Scholar
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63–75. doi:10.3233/efi-2004-22201
   Google Scholar
• Swanson, D. B., & van der Vleuten, C. P. M. (2013). Assessment of clinical skills with standardized patients: State of the art revisited. Teaching and Learning in Medicine: an International Journal, 25(sup1), S17–S25. doi:10.1080/10401334.2013.842916
   PubMed Web of Science ®Google Scholar
• Troncon, L. E. D. A. (2004). Clinical skills assessment: Limitations to the introduction of an “OSCE” (objective structured clinical examination) in a traditional Brazilian medical school. São Paulo Medical Journal = Revista Paulista de Medicina, 122(1), 12–17. doi:S1516-31802004000100004
   PubMedGoogle Scholar
• Turner, J. L., & Dankoski, M. E. (2008). Objective structured clinical exams: A critical review. Family Medicine, 40(8), 574–578.
   PubMed Web of Science ®Google Scholar
• Vaughn, S., Schumm, J. S., & Sinagub, J. M. (1996). Focus group interviews in education and psychology. Sage. doi:10.4135/9781452243641
   Google Scholar
• Watson, R., Stimpson, A., Topping, A., & Porock, D. (2002). Clinical competence assessment in nursing: A systematic review of the literature. Journal of Advanced Nursing, 39(5), 421–431. doi:10.1046/j.1365-2648.2002.02307.x
   PubMed Web of Science ®Google Scholar
• Wilkinson, T. J., & Wade, W. B. (2007). Problems with using a supervisor‘s report as a form of summative assessment. Postgraduate Medical Journal, 83(981), 504–506. doi:10.1136/pgmj.2007.058982
   PubMed Web of Science ®Google Scholar
• Woods, K. (2013). ‘In this together’: Developing university-workplace partnerships in initial professional training for practitioner educational psychologists. In O. McNamara, J. Murray, & M. Jones (Eds.), Teacher learning in the workplace: Widening perspectives on practice and policy. Part 2: Insights from practice across professions and nations. London, UK: Springer. doi:10.1007/978-94-007-7826-9_5
   Google Scholar
• Yap, K., Bearman, M., Thomas, N., & Hay, M. (2012). Clinical psychology students’ experiences of a pilot objective structured clinical examination. Australian Psychologist, 47(3), 165–173. doi:10.1111/j.1742-9544.2012.00078.x
   Web of Science ®Google Scholar