Identifying and Assessing Identifying and Assessing Benchmarks in the Sequence Benchmarks in the Sequence of Psychology Education and of Psychology Education and

TrainingTraining

Nadya A. Fouad, Ph.D.

University of Wisconsin-Milwaukee

THANK YOUTHANK YOU

• Many thanks to Cathi Grus, APA Education Directorate and Nadine Kaslow, Emory University and the members of the Benchmarks Workgroup and Assessment Workgroup for their hard work and contributions to competency movement

CasesCases• Student A: Applying for internship. Faculty in

the program have had concerns about her from the middle of first year. Concerns have included ethical decision making, boundaries with clients, and poor self-reflection. Academic grades are in the A and B range, though, so the faculty vote to allow her to apply for internship. Letters are vaguely positive, because faculty cannot totally identify her strengths or challenges.

CasesCases• Student B: 2nd Year doctoral student end of 2nd

year practicum. Faculty instructor has had some concerns about student, but all reports from on-site supervisor have been glowing. End of April, on-site supervisor asks for a meeting to discuss serious reservations about the student, including violations of confidentiality, seeking a personal, sexual relationship with a client, and manipulating the evaluation process.

CasesCases

• Student C: 1st year doctoral student in first practicum notes in journal of fear of African-American clients. Responses to ethics vignette indicate lack of knowledge about ethics code and poor ethical decision-making. Initial consultation with supervisor indicates that student had been misrepresenting client contact.

• Overview of Competency Movement• Competency Benchmarks• Competency Assessment Toolkit

OverviewOverview

CONTEXTCONTEXT

a “culture of competence”a “culture of competence”Roberts, Borden, Christiansen & Lopez (2005)Roberts, Borden, Christiansen & Lopez (2005)

• a shift within professional psychology toward an emphasis on the acquisition and maintenance of competence as a primary goal

Culture of CompetenceCulture of Competence• Recent years have witnessed a burgeoning

interest in a competency-based approach to student learning outcomes in professional psychology

• Educational programs are expected to produce competence

• Professional credentialing bodies are expected to certify individuals as competent

• Policy makers laud competence• Consumers increasingly demand it

Are all equal?Are all equal?

Culture of CompetenceCulture of CompetenceIt is time to embrace a culture of the

assessment of competence

• fosters learning

• evaluates progress

• assists in determining curriculum and training program effectiveness

• advances the field

• protects the public

Goal: Competent PsychologistsGoal: Competent Psychologists

Choosing A Therapist That's Right for You!    

                                        

A Pedagogical ShiftA Pedagogical Shift

• Traditional models of education and training focus on learning objectives

• Objective: aim or goal

• Curriculum is designed to meet goals• Competency models focus on outcomes

• Outcome: result, final state, achievement

• Measurement of student learning

Culture of CompetenceCulture of Competence• We can learn a lot from the efforts of our

colleagues in education and the other health professions (medicine, pharmacy, nursing, dentistry)

• Assessment of Competence Toolbox (American College of Graduate Medical Education (ACGME)

• APA Guidelines for the Undergraduate Psychology Major (APA, 2007)

What is competence in professional psychology? What does it look like?

How is it best assessed?

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**Rodolfa, E. R., Bent, R. J., Eisman, E., Nelson, P. D., Rehm, L., & Ritchie, P. (2005). A cube model for competency development: Implications for psychology educators and regulators. Professional Psychology:

Research and Practice, 36, 347-354.

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Competency Cube Competency Cube

• General Consensus • 12 competency areas• BUT– what does each competency look like

across a developmental trajectory?

Assessment of Competency Assessment of Competency Benchmarks Work GroupBenchmarks Work Group

• Chair: Nadya Fouad, Ph.D.• Two-day meeting September 2006• Gathered individuals knowledgeable

about domains of competence• 32 member work group

GoalsGoals• Build on existing knowledge and advance the shift

to a “culture of competence”• Promote excellence in professional education and

training• Operationalize a developmental model of

competence in professional psychology• To better inform understanding of “entry level to

practice” in light of the APA policy on Education and Training Leading to Licensure

CaveatsCaveats

• Applies most directly to those preparing for the practice of health service provision, i.e., those who will seek licensure

• Not meant to be prescriptive, a tool for programs to implement if they chose and in accordance with their model of education and training

• Assessment of competence must be balanced with the primary mission of the program: education and training

Product of the GroupProduct of the Group

• A document that delineates competency benchmarks, or measurable standards of performance, that are developmental and integrated through the sequence of professional education and training

How are the Benchmarks How are the Benchmarks Organized?Organized?

Core Foundational and Functional Competencies• Essential Component: what are the critical

elements of/what knowledge/skills/attitudes that make up this competency?

• Behavioral Anchor: what would it look like if you saw it (essential component)?

Essential ComponentsEssential Components Professionalism: Professional values and ethics as

evidenced in behavior and comportment that reflects the values and ethics of psychology, integrity, and responsibility.

B. Deportment

Readiness for Practicum

Readiness for Internship

Essential Component:Understands how to conduct oneself in a professional manner

Essential Component:Professionally appropriate communication and physical conduct, including attire, across different settings

Essential Component Essential Component

• Readiness for Entry to Practice:• Consistently conducts self in a

professional manner across and settings and situations

Behavioral AnchorsBehavioral AnchorsProfessionalism B. Deportment

Readiness for Practicum

Readiness for Internship

Demonstrates appropriate personal hygiene and attireDistinguishes between appropriate and inappropriate language and demeanor in professional contexts

Demonstrates awareness of the impact behavior has on client, public and profession Utilizes appropriate language and demeanor in professional communicationsDemonstrates appropriate physical conduct, including attire, consistent with context

Behavioral AnchorsBehavioral Anchors

Professionalism B. DeportmentReadiness for Entry to Practice• Verbal and nonverbal communications are

appropriate to the professional context including in challenging interactions

BenchmarksBenchmarks

• Benchmarks document underwent period public comment (fall 2007)

• Group charged by APA Board of Educational Affairs to review comment and made recommendations (spring/summer 2008) (e.g 15 competencies)

• Final version went to BEA Fall 2008• Manuscript in press in TEPP

Competency Assessment for Competency Assessment for Toolkit for Professional Toolkit for Professional

Psychology Psychology • Chair: Nadine Kaslow, Ph.D.• Six members in work group• Charge from APA Board of Educational Affairs:

Develop a “Toolkit” for professional psychology• Purpose: Promote broader implementation of

competence assessment and provide information about application of assessment methods to the assessment of competence

• Coordinated effort with Benchmarks Work Group

Components of ToolkitComponents of Toolkit• Background and Introduction• Assessment Method Fact Sheets

• Description• Use specific to core competencies, formative

vs. summative, developmental level• Implementation• Psychometrics• Strengths/Challenges• Future Directions

Assessment Methods in Assessment Methods in ToolkitToolkit

• 360 evaluation• Portfolio• OSCE• Structured Written & Oral

Exams• Case Presentation• Simulation/Role Play• Competence Evaluation

Rating Form• Self-Assessment• Ratings of live or recorded

performance

• Standardized Client Interview

• Client/Patient Process/Outcome Measure

• Consumer Satisfaction Survey

• End of Rotation Performance Review

Annual review

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CompetencyProfessionalism: Deportment

Note: 1 = very useful method, 2 = useful, 3 = potentially useful

Table 1Toolkit Assessment Measures, Foundational and Functional Competencies, Formative and Summative Evaluation, and Developmental Level

MethodOverall Broad Competencies Useful

Essential Components of Competencies Useful

Formative and Summative Evaluation (notes types of evaluation most useful for most competencies

Developmental Level (notes levels most useful for)

360-Degree Evaluation

FoundationalProfessionalismReflective practiceRelationshipsEthical and legal standards and policyInterdisciplinary systemsFunctionalSupervisionTeachingAdministrationAdvocacy

FoundationalIndividual and cultural diversityFunctionalIntervention

FormativeSummative

Readiness for internshipEntry level to practiceAdvanced credentialing

Components of Toolkit (cont.)Components of Toolkit (cont.)

• Grid of Assessment Methods and Competencies Best Used for

• Glossary of Terms• Reference

Toolkit: Next StepsToolkit: Next Steps

• Plan for Dissemination• On-line, downloadable resources for

education and training programs methods to assess competence

• Manuscript in press TEPP• Presentation at education and training

council meetings• http://www.apa.org/ed/graduate/

competency.html

Challenges?Challenges?

• fostering an environment that supports enhancing excellence through assessment at the institutional, programmatic, and individual level; leadership to use results to strengthen

• Training in “difficult conversations”

Challenges?Challenges?

• Recognize and articulate multiple roles trainers engage in and potential impact on evaluation

• Knowledge of a range of assessment tools, access to resources “tool kits”

CasesCases• Student A: Applying for internship. Faculty in

the program have had concerns about her from the middle of first year. Concerns have included ethical decision making, boundaries with clients, and poor self-reflection. Academic grades are in the A and B range, though, so the faculty vote to allow her to apply for internship. Letters are vaguely positive, because faculty cannot totally identify her strengths or challenges.

CasesCases• Student B: 2nd Year doctoral student end of 2nd

year practicum. Faculty instructor has had some concerns about student, but all reports from on-site supervisor have been glowing. End of April, on-site supervisor asks for a meeting to discuss serious reservations about the student, including violations of confidentiality, seeking a personal, sexual relationship with a client, and manipulating the evaluation process.

CasesCases

• Student C: 1st year doctoral student in first practicum notes in journal of fear of African-American clients. Responses to ethics vignette indicate lack of knowledge about ethics code and poor ethical decision-making. Initial consultation with supervisor indicates that student had been misrepresenting client contact.

Questions/CommentsQuestions/Comments

• Preparing….