Gonsalvez, Craig J; Riebel, Tanya; Nolan, Laura J; Pohlman, Sonja; Bartik, Warren

Author(s)

Gonsalvez, Craig J

Riebel, Tanya

Nolan, Laura J

Pohlman, Sonja

Bartik, Warren

Publication Date

2023-12

Abstract

Objectives: This research aimed to systematically examine supervisor–trainee differences in assessments of trainee competencies across domains and developmental stages. Methods: Trainees 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. Results: Compared 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. Conclusion: Growth 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.

Citation

Journal of Clinical Psychology, 79(12), p. 2959-2973

ISSN

1097-4679

0021-9762

Link

https://hdl.handle.net/1959.11/56012

Publisher

John Wiley & Sons, Inc

Rights

Attribution-NonCommercial-NoDerivatives 4.0 International

Title

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

Type of document

Journal Article

Entity Type

Publication

Name	Size	format	Description	Link
administrative/SupervisorBartik2023JournalArticleEralyOnline.pdf	702.167 KB	application/pdf	Early Online Version	View document
openpublished/SupervisorBartik2023JournalArticle.pdf	701.826 KB	application/pdf	Published version	View document

Author(s)	Gonsalvez, Craig J Riebel, Tanya Nolan, Laura J Pohlman, Sonja Bartik, Warren
Publication Date	2023-12
Abstract	<p><b>Objectives:</b> This research aimed to systematically examine supervisor–trainee differences in assessments of trainee competencies across domains and developmental stages.</p> <p><b>Methods:</b> Trainees 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.</p> <p><b>Results:</b> Compared 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.</p> <p><b>Conclusion:</b> Growth 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.</p>
Citation	Journal of Clinical Psychology, 79(12), p. 2959-2973
ISSN	1097-4679 0021-9762
Link	https://hdl.handle.net/1959.11/56012
Publisher	John Wiley & Sons, Inc
Rights	Attribution-NonCommercial-NoDerivatives 4.0 International
Title	Supervisor versus self‐assessment of trainee competence: Differences across developmental stages and competency domains
Type of document	Journal Article
Entity Type	Publication

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

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