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A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

Paparo, J, Beccaria, G, Canoy, D, Chur-Hansen, A, Conti, JE, Correia, H, Dudley, Amanda, Gooi, C, Hammond, S, Kavanagh, PS, Monfries, M, Norris, K, Oxlad, M, Rooney, RM, Sawyer, A, Sheen, Jade, Xenos, S, Yap, K and Thielking, M 2021, A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs, Frontiers in Education, vol. 6, pp. 1-16, doi: 10.3389/feduc.2021.653269.

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Title A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs
Author(s) Paparo, J
Beccaria, G
Canoy, D
Chur-Hansen, A
Conti, JE
Correia, H
Dudley, AmandaORCID iD for Dudley, Amanda orcid.org/0000-0001-8247-8726
Gooi, C
Hammond, S
Kavanagh, PS
Monfries, M
Norris, K
Oxlad, M
Rooney, RM
Sawyer, A
Sheen, JadeORCID iD for Sheen, Jade orcid.org/0000-0001-8327-5314
Xenos, S
Yap, K
Thielking, M
Journal name Frontiers in Education
Volume number 6
Article ID 653269
Start page 1
End page 16
Total pages 16
Publisher Frontiers Media
Place of publication Lausanne, Switzerland
Publication date 2021-08
ISSN 2504-284X
Keyword(s) Australian psychologists
CLINICAL-PSYCHOLOGY
COMPETENCE
competency-based training
Education & Educational Research
MENTAL-HEALTH SIMULATION
METHODOLOGY
NURSING-EDUCATION
OSCES
professional psychology
psychology training and education
simulation-based learning
Social Sciences
STANDARDIZED PATIENTS
STUDENTS
WORKING
Summary In training to become a registered psychologist in Australia, as with many other countries, there is a requirement for students to attend placements, where they work with clients in an apprenticeship model under the guidance of qualified supervisors. In the context of COVID-19, tertiary sector psychology educators responsible for facilitating these placements, which typically require face-to-face client work, have been challenged to arrange or maintain practica. During the pandemic, across Australia, most placements have been affected through cancellation, postponement, or modification (e.g., using telehealth, supported by the Australian Federal Government). In this paper we describe a collaborative initiative by members of the psychology profession across 15 providers of Australian postgraduate professional training programs. The initiative aimed to identify ways in which to develop and innovate psychological placement offerings, specifically using simulation-based learning. Although simulation-based learning in psychology training programs in Australia is a widely employed pedagogy for the scaffolding of theory into psychological practice, there is paucity of clear and comprehensive guidelines for the use of simulation to both optimize competency-based training and ensure public and student safety. The overarching aim of the group, and the focus of this paper, is to provide standardized guidelines for the inclusion of simulation-based learning in psychology training in Australia both during and post-COVID 19. Such guidelines may be equally valuable for psychology training programs globally.
Language eng
DOI 10.3389/feduc.2021.653269
Indigenous content off
HERDC Research category C1 Refereed article in a scholarly journal
Free to Read? Yes
Persistent URL http://hdl.handle.net/10536/DRO/DU:30154593

Document type: Journal Article
Collections: Faculty of Health
School of Psychology
Open Access Collection
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Created: Thu, 19 Aug 2021, 08:09:22 EST

Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.