Supervisor versus self‐assessment of trainee competence: Differences across developmental stages and competency domains

Author:

Gonsalvez Craig J.1ORCID,Riebel Tanya1ORCID,Nolan Laura J.1ORCID,Pohlman Sonja2ORCID,Bartik Warren3ORCID

Affiliation:

1. School of Psychology Western Sydney University Penrith New South Wales Australia

2. School of Psychology University of Newcastle Callaghan New South Wales Australia

3. School of Psychology University of New England Armidale New South Wales Australia

Abstract

AbstractObjectivesThis research aimed to systematically examine supervisor–trainee differences in assessments of trainee competencies across domains and developmental stages.MethodsTrainees and supervisors (N = 141 dyads) independently rated trainee performance at the end of placements using the Clinical Psychology Competencies Rating Scale. Based on the number of placement hours completed at the time competence was assessed, the 141 trainees were assigned to three developmental levels (61, 42, and 31 in the groups, respectively). Trajectories of 10 different competencies and trainee–supervisor differences for these competencies were examined across three developmental levels.ResultsCompared to their supervisor ratings, trainees underestimated their competence during early stages of training, with this discrepancy reducing at Level 2 and reversing into an overestimation at Level 3. Compared to their own ratings for overall competence, trainees rated Relational and Communication, Reflective Practice, and Professionalism domains as relative strengths, and rated their competence on assessment and intervention domains as relative weaknesses.ConclusionGrowth trajectories derived from supervisor assessments were much flatter than trajectories derived from trainee assessments. As predicted by the impostor theory of practitioner development, trainees significantly underestimated their competence early in training. The trend for trainees to overestimate their competence toward the end of their training is a potential concern that warrants further research.

Publisher

Wiley

Subject

Arts and Humanities (miscellaneous),Clinical Psychology

Reference36 articles.

1. Self-assessment and students’ study strategies in a community of clinical practice: A qualitative study

2. APA. (2014).APA guidelines for clinical supervision in health services psychology.https://www.apa.org/about/policy/guidelines-supervision.pdf

3. Evidence‐based practice within supervision during psychology practitioner training: A systematic review

4. Reflective practice in cognitive behavioural therapy: The engine of lifelong learning;Bennett‐Levy J.;Reflective Practice in Psychotherapy and Counselling,2009

5. Does student engagement in self-assessment calibrate their judgement over time?

Cited by 2 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3