The Science of Training I: Admissions, Curriculum, and Research Training

Though still young in its development, a foundation of research is emerging regarding admissions, curriculum, and research training in psychology. It is unclear, however, the degree to which this foundation informs the actions of psychology educators and training programs. We review the emerging evi...

Full description

Saved in:
Bibliographic Details
Published in:Training and education in professional psychology 2018-11, Vol.12 (4), p.219-230
Main Authors: Callahan, Jennifer L, Watkins, C. Edward
Format: Article
Language:English
Subjects:
Curriculum
Diversity
Evidence Based Practice
Experimentation
Graduate Psychology Education
Mentor
Sciences
Student Admission Criteria
Training
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Though still young in its development, a foundation of research is emerging regarding admissions, curriculum, and research training in psychology. It is unclear, however, the degree to which this foundation informs the actions of psychology educators and training programs. We review the emerging evidence, giving specific focus to the following 3 areas: (a) admission processes (e.g., interviews and quantitative scores); (b) curriculum (e.g., content and processes); and (c) research training (e.g., trainee variables, mentorship, and the larger research training environment). Perhaps the most concerning set of findings from this nascent empirical literature indicates insufficient diversity in the training to workforce pipeline. Based on our review, several other conclusions are drawn with recommendations for programs to foster an evidence-based approach to training.
ISSN:1931-3918
1931-3926
DOI:10.1037/tep0000205