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!
cited_by cdi_FETCH-LOGICAL-a295t-decc5396612119f29dba9c204d373f50c59716d256cf253bb9e349e3e9c4a5aa3
cites
container_end_page 230
container_issue 4
container_start_page 219
container_title Training and education in professional psychology
container_volume 12
creator Callahan, Jennifer L
Watkins, C. Edward
description 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.
doi_str_mv 10.1037/tep0000205
format article
fullrecord <record><control><sourceid>proquest_cross</sourceid><recordid>TN_cdi_proquest_journals_2130976848</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>2130976848</sourcerecordid><originalsourceid>FETCH-LOGICAL-a295t-decc5396612119f29dba9c204d373f50c59716d256cf253bb9e349e3e9c4a5aa3</originalsourceid><addsrcrecordid>eNpFkE9LAzEQxYMoWKsXP0HAm3Y1fza7jbdS1BYKgtZzSGdnbUqbXZPdQ7-9KZU6MMw7_GYe8wi55eyRM1k-ddiyVIKpMzLgWvJMalGcnzQfX5KrGDeM5aUU5YDMlmukn-DQA9KmpstgnXf-m86f6aTauRhd4-OITvsQHPTbfjei1lf0AyPaAOvTwjW5qO024s3fHJKv15fldJYt3t_m08kis0KrLqsQQEldFFxwrmuhq5XVIFheyVLWioHSJS8qoQqohZKrlUaZp0YNuVXWyiG5O95tQ_PTY-zMpumDT5ZGcMl0WYzzcaLujxSEJsaAtWmD29mwN5yZQ1LmP6kEPxxh21rTxj3Y0DnYYoT0NPruwBouTJ4ctPwFRQVplw</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>2130976848</pqid></control><display><type>article</type><title>The Science of Training I: Admissions, Curriculum, and Research Training</title><source>PsycARTICLES</source><creator>Callahan, Jennifer L ; Watkins, C. Edward</creator><contributor>Roberts, Michael C</contributor><creatorcontrib>Callahan, Jennifer L ; Watkins, C. Edward ; Roberts, Michael C</creatorcontrib><description>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.</description><identifier>ISSN: 1931-3918</identifier><identifier>EISSN: 1931-3926</identifier><identifier>DOI: 10.1037/tep0000205</identifier><language>eng</language><publisher>Educational Publishing Foundation</publisher><subject>Curriculum ; Diversity ; Evidence Based Practice ; Experimentation ; Graduate Psychology Education ; Mentor ; Sciences ; Student Admission Criteria ; Training</subject><ispartof>Training and education in professional psychology, 2018-11, Vol.12 (4), p.219-230</ispartof><rights>2018 American Psychological Association</rights><rights>2018, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a295t-decc5396612119f29dba9c204d373f50c59716d256cf253bb9e349e3e9c4a5aa3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27924,27925</link.rule.ids></links><search><contributor>Roberts, Michael C</contributor><creatorcontrib>Callahan, Jennifer L</creatorcontrib><creatorcontrib>Watkins, C. Edward</creatorcontrib><title>The Science of Training I: Admissions, Curriculum, and Research Training</title><title>Training and education in professional psychology</title><description>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.</description><subject>Curriculum</subject><subject>Diversity</subject><subject>Evidence Based Practice</subject><subject>Experimentation</subject><subject>Graduate Psychology Education</subject><subject>Mentor</subject><subject>Sciences</subject><subject>Student Admission Criteria</subject><subject>Training</subject><issn>1931-3918</issn><issn>1931-3926</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2018</creationdate><recordtype>article</recordtype><recordid>eNpFkE9LAzEQxYMoWKsXP0HAm3Y1fza7jbdS1BYKgtZzSGdnbUqbXZPdQ7-9KZU6MMw7_GYe8wi55eyRM1k-ddiyVIKpMzLgWvJMalGcnzQfX5KrGDeM5aUU5YDMlmukn-DQA9KmpstgnXf-m86f6aTauRhd4-OITvsQHPTbfjei1lf0AyPaAOvTwjW5qO024s3fHJKv15fldJYt3t_m08kis0KrLqsQQEldFFxwrmuhq5XVIFheyVLWioHSJS8qoQqohZKrlUaZp0YNuVXWyiG5O95tQ_PTY-zMpumDT5ZGcMl0WYzzcaLujxSEJsaAtWmD29mwN5yZQ1LmP6kEPxxh21rTxj3Y0DnYYoT0NPruwBouTJ4ctPwFRQVplw</recordid><startdate>201811</startdate><enddate>201811</enddate><creator>Callahan, Jennifer L</creator><creator>Watkins, C. Edward</creator><general>Educational Publishing Foundation</general><general>American Psychological Association</general><scope>AAYXX</scope><scope>CITATION</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>201811</creationdate><title>The Science of Training I: Admissions, Curriculum, and Research Training</title><author>Callahan, Jennifer L ; Watkins, C. Edward</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a295t-decc5396612119f29dba9c204d373f50c59716d256cf253bb9e349e3e9c4a5aa3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2018</creationdate><topic>Curriculum</topic><topic>Diversity</topic><topic>Evidence Based Practice</topic><topic>Experimentation</topic><topic>Graduate Psychology Education</topic><topic>Mentor</topic><topic>Sciences</topic><topic>Student Admission Criteria</topic><topic>Training</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Callahan, Jennifer L</creatorcontrib><creatorcontrib>Watkins, C. Edward</creatorcontrib><collection>CrossRef</collection><collection>PsycARTICLES (ProQuest)</collection><collection>ProQuest One Psychology</collection><jtitle>Training and education in professional psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Callahan, Jennifer L</au><au>Watkins, C. Edward</au><au>Roberts, Michael C</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>The Science of Training I: Admissions, Curriculum, and Research Training</atitle><jtitle>Training and education in professional psychology</jtitle><date>2018-11</date><risdate>2018</risdate><volume>12</volume><issue>4</issue><spage>219</spage><epage>230</epage><pages>219-230</pages><issn>1931-3918</issn><eissn>1931-3926</eissn><abstract>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.</abstract><pub>Educational Publishing Foundation</pub><doi>10.1037/tep0000205</doi><tpages>12</tpages></addata></record>
fulltext fulltext
identifier ISSN: 1931-3918
ispartof Training and education in professional psychology, 2018-11, Vol.12 (4), p.219-230
issn 1931-3918
1931-3926
language eng
recordid cdi_proquest_journals_2130976848
source PsycARTICLES
subjects Curriculum
Diversity
Evidence Based Practice
Experimentation
Graduate Psychology Education
Mentor
Sciences
Student Admission Criteria
Training
title The Science of Training I: Admissions, Curriculum, and Research Training
url http://sfxeu10.hosted.exlibrisgroup.com/loughborough?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-07T23%3A01%3A03IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-proquest_cross&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=The%20Science%20of%20Training%20I:%20Admissions,%20Curriculum,%20and%20Research%20Training&rft.jtitle=Training%20and%20education%20in%20professional%20psychology&rft.au=Callahan,%20Jennifer%20L&rft.date=2018-11&rft.volume=12&rft.issue=4&rft.spage=219&rft.epage=230&rft.pages=219-230&rft.issn=1931-3918&rft.eissn=1931-3926&rft_id=info:doi/10.1037/tep0000205&rft_dat=%3Cproquest_cross%3E2130976848%3C/proquest_cross%3E%3Cgrp_id%3Ecdi_FETCH-LOGICAL-a295t-decc5396612119f29dba9c204d373f50c59716d256cf253bb9e349e3e9c4a5aa3%3C/grp_id%3E%3Coa%3E%3C/oa%3E%3Curl%3E%3C/url%3E&rft_id=info:oai/&rft_pqid=2130976848&rft_id=info:pmid/&rfr_iscdi=true