Commentary: An Extension of the Australian Postgraduate Psychology Education Simulation Working Group Guidelines: Simulated Learning Activities Within Professional Psychology Placements

A Commentary on The use of simulated patients in medical education: AMEE Guide No 42 by Cleland, J. A., Abe, K., and Rethans, J. J. (2009). Med. Teach. 31, 477–486. doi: 10.1080/01421590903002821 Simulation based education by Cleland, J. A. (2017). Psychologist 30, 36–40. Building Academic Staff Capacity for Using eSimulations in Professional Education for Experience Transfer by Cybulski, J., Holt, D., Segrave, S., O'Brien, D., Munro, J., Corbitt, B., et al. (2010). Sydney, NSW: Australian Learning and Teaching Council. Student and staff views of psychology OSCEs by Sheen, J., McGillivray, J., Gurtman, C. and Boyd, L. (2015). Aust. Psychol. 50, 51–59. doi: 10.1111/ap.12086 The Australian Postgraduate Psychology Education Simulation Working Group (APPESWG) recently published guidelines titled "A new reality: The role of simulated learning activities in postgraduate psychology training programs" (Paparo et al., 2021). The document was developed in the context of COVID 19-related disruption to practica within professional psychology training. As a consequence, many training providers adopted simulated training activities as a way to support course progression during the pandemic. Paparo and colleagues' stated aims were to provide comprehensive guidance for the use of simulation as a competency-based training tool and in the interests of public and student safety, both during and after COVID 19. The guidelines included nine criteria for best practice in simulated learning activities in training, for example, that activities should be competency-based, should mirror real-life practice situations and should provide opportunities for active participation and trainee reflection (see Paparo et al. for detail). The document provided helpful guidance on the use of simulated learning activities (SLA) as part of course content within an Australian professional psychology training context, however the guidelines did not cover simulated placement experiences. Considerations especially around supervision and the development of professional and ethical practice within a simulated learning environment need to be made to effectively apply the APPESWG Guidelines within a placement context. Here, we extend these guidelines for provision of simulated professional psychology placements based on our successful development and implementation of large-scale simulated placements at an Australian University (2020-current). Previously, all professional psychology placements in Australia were limited to in-vivo options, however the latest version of the Accreditation Standards for Psychology Programs (Australian Psychology Accreditation Council, 2019) now make provision for simulated learning within required placement experiences at Level 3, Professional Competencies. This extension of the Paparo et al. (2021) article provides guidelines specifically for the use of simulation with professional psychology placements, with a focus on the Australian context

Acceptability and feasibility of telehealth as a training modality for trainee psychologist placements: a COVID-19 response study

Objective This study examined the extent to which telehealth placements are feasible for developing perceived competence as a psychologist and are an acceptable training modality for provisional psychologists. Method Fifteen provisional psychologists who undertook a postgraduate placement using telehealth completed an online survey. Acceptability and attitudes towards future telehealth service provision were assessed via Likert scales and open-ended questions. Feasibility was assessed via comparison using Wilcoxon Rank Signed tests of pre- and post-placement self-efficacy using the Psychology Counsellor Self-Efficacy Scale. Open-ended questions were analysed using content analysis. Results Participants reported high satisfaction with the telehealth placement. Perceived self-efficacy improved between pre- and post-placement on all competencies except for research. Students reported that a telehealth placement enabled them to improve in all areas, with particular benefits including rapport building, therapeutic questioning, and management of safety and ethical concerns. Challenges of a telehealth placement included assessing mental status, isolation from peers, and technical difficulties. Students reported positive attitudes towards future use of telehealth. Conclusions Telehealth appears to offer an acceptable, feasible and valuable training experience for developing competence for provisional psychologists. Undertaking a telehealth placement may help prepare clinicians for future use of telehealth, especially in relation to ethics and risk management