Council of University Directors Council of University Directors of Clinical Psychologyof Clinical Psychology

Council of University Directors Council of University Directors of Clinical Psychologyof Clinical Psychology

Cynthia D. Belar, PhD, ABPP

January 2012

RootsRootsRootsRoots

ObjectivesObjectivesObjectivesObjectives

• Key issues addressed in 2011

• Key changes and implications for training in clinical psychology

• Future issues for clinical psychology education and training

Education Directorate Education Directorate MissionMission

Education Directorate Education Directorate MissionMission

• Advance Education in Psychology– Education and Training of Psychologists– Teaching of Psychology

• Advance Psychology in Education

Promoting Excellence and Promoting Excellence and InnovationInnovation

Promoting Excellence and Promoting Excellence and InnovationInnovation

• BEA Award for Innovations in Graduate Education with COGDOP ($5000)

• Grants for conferences or workshops (graduate and undergraduate)

• CUDCP Diversity Reception

BEA Award for Interdisciplinary BEA Award for Interdisciplinary TrainingTraining

BEA Award for Interdisciplinary BEA Award for Interdisciplinary TrainingTraining

• University of Florida, Department of Clinical and Health Psychology, interdisciplinary science, practice and teaching

• LIFE- Universities of Michigan and Virginia with international partnerships – interdisciplinary virtual institute re human development

Promoting Excellence and Promoting Excellence and InnovationInnovation

Promoting Excellence and Promoting Excellence and InnovationInnovation

• NSF Grants – – National Science Digital Library (online psych

experiments)– Specialized High Schools– Undergraduate Education

• DoE/IES Grant - school based research training to increase psychology’s human capital in education research

• Foundation support (Dreyfus, APF)

APA On-Line Psychology LaboratoryAPA On-Line Psychology Laboratory PageviewsPageviewshttp://opl.apa.orghttp://opl.apa.org

APA On-Line Psychology LaboratoryAPA On-Line Psychology Laboratory PageviewsPageviewshttp://opl.apa.orghttp://opl.apa.org

155,625

280,036

403,391

565,629

696,944

0

100,000

200,000

300,000

400,000

500,000

600,000

700,000

2006 2007 2008 2009 2010

Key Policies Adopted Key Policies Adopted Key Policies Adopted Key Policies Adopted

• National Standards for High School Psychology Curricula (2011)

• Principles for Quality Undergraduate Education (2011)

• Major Goals for Undergraduate Major in Psychology

Education has changed.Education has changed.Education has changed.Education has changed.

New New Leadership Alliance for Student Learning and

Accountability

New New Leadership Alliance for Student Learning and

Accountability • Assuring Quality, Accounting for Learning:

Guidelines for Gathering and Reporting Evidence of Student Learning and Using It To Improve Outcomes

• Release: January 24, 2012

APA AccreditationAPA AccreditationAPA AccreditationAPA Accreditation

• Renewal of Recognition – Department of Education– CHEA

• Five Year Report

• 235/374 doctoral programs are in Clinical Psychology

• Graduate Study in Psychology • Data:

– # of degrees awarded – # of students applied, accepted, enrolled– admission criteria– tuition costs – employment data– internship data

Graduate and Postgraduate Education and Graduate and Postgraduate Education and TrainingTraining

Graduate and Postgraduate Education and Graduate and Postgraduate Education and TrainingTraining

TaxonomyTaxonomyCRSPPPCRSPPP

TaxonomyTaxonomyCRSPPPCRSPPP

• Major area of study

• Emphasis

• Experience

• Exposure

Advancing the Culture of Advancing the Culture of CompetenceCompetence

Advancing the Culture of Advancing the Culture of CompetenceCompetence

Website http://www.apa.org/ed/graduate/competency.aspx

Promoting Professional Promoting Professional Development in PsychologyDevelopment in Psychology

Promoting Professional Promoting Professional Development in PsychologyDevelopment in Psychology

• APA Online Academy• Monitor CE Feature• Clinician's Corner National Webcasts• Convention

– Unlimited CE at Convention– RFID "automatic scanning in CE Sessions”

ELC 2011ELC 2011Interdisciplinary and Interprofessional Interdisciplinary and Interprofessional

Teaching, Research and PracticeTeaching, Research and Practice

ELC 2011ELC 2011Interdisciplinary and Interprofessional Interdisciplinary and Interprofessional

Teaching, Research and PracticeTeaching, Research and Practice

Interdisciplinarity is a 21Interdisciplinarity is a 21stst Century Century imperative.imperative.

Interdisciplinarity is a 21Interdisciplinarity is a 21stst Century Century imperative.imperative.

MultidisciplinaryMultidisciplinaryMultidisciplinaryMultidisciplinary

Multidisciplinary Interdisciplinary

Tress, Tress & Fry, 2003

Psychology Psychology isis a hub science. a hub science.Psychology Psychology isis a hub science. a hub science.

Backbone of ScienceBackbone of ScienceBackbone of ScienceBackbone of Science

Boyack, Klavans & Borner (2005)

““The world has problems, The world has problems, but universities have departments”but universities have departments”

““The world has problems, The world has problems, but universities have departments”but universities have departments”

Brewer, 1999

AcademiaAcademiaAcademiaAcademia

• Centers

• Splitting indirect costs

• Roving professors

• Cluster hiring

• Course credit sharing

• Research hotels

• New curricula/degree programs

Growth of Interdisciplinary Team Growth of Interdisciplinary Team ScienceScience

Growth of Interdisciplinary Team Growth of Interdisciplinary Team ScienceScience

NSF Total Funding 1982 2010

Single investigators 88% 38%

Multiple Investigators 12% 62%

NIH Roadmap for Medical Research

January 3, 2012January 3, 2012January 3, 2012January 3, 2012

• OBSSR/NIH launches first online genetics course for social and behavioral scientists

• To support interdisciplinary research

• Genetics and Social Science: Expanding Transdisciplinary Researcj

• http://www.nchpeg.org/bssr/

BEA/BSA Task Force on Training BEA/BSA Task Force on Training Psychologists to Participate in Psychologists to Participate in Multidisciplinary Team Science Multidisciplinary Team Science

Involving Other STEM DisciplinesInvolving Other STEM Disciplines

BEA/BSA Task Force on Training BEA/BSA Task Force on Training Psychologists to Participate in Psychologists to Participate in Multidisciplinary Team Science Multidisciplinary Team Science

Involving Other STEM DisciplinesInvolving Other STEM Disciplines

• T&P guidelines

• Hiring practices

• Presidential Working Group (TBA)

Interprofessional PracticeInterprofessional PracticeInterprofessional PracticeInterprofessional Practice

Values and ethicsValues and ethicsValues and ethicsValues and ethics

• Work with individuals of other professions to maintain a climate of mutual respect and shared values.• Work in cooperation with those who receive care, those

who provide care and others who contribute to or support the delivery of prevention and health services.

• Demonstrate high standards of ethical conduct and quality of care in one’s contributions to team-based care.

• Manage ethical dilemmas specific to interprofessional patient/population centered care situations.

Roles and ResponsibilitiesRoles and ResponsibilitiesRoles and ResponsibilitiesRoles and Responsibilities

• Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the patients and populations served.• Explain the roles and responsibilities of other care

providers and how the team works together to provide care.

• Communicate with team members to clarify each member’s responsibility in executing components of a treatment plan or public health intervention.

• Use unique and complementary abilities of all members of the team to optimize patient care.

Interprofessional Interprofessional CommunicationCommunicationInterprofessional Interprofessional CommunicationCommunication

• Communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and treatment of disease.• Choose effective communication tools and techniques• Give timely, sensitive, instructive feedback to others about

their performance on the team, responding respectfully as a team member to feedback from others.

• Recognize how one’s own uniqueness…contributes to effective communication, conflict resolution and positive interprofessional working relationships.

Teams and TeamworkTeams and TeamworkTeams and TeamworkTeams and Teamwork

• Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient- and population-centered care that is safe, timely, efficient, effective and equitable.• Integrate the knowledge and experience of other

professions appropriate to the specific care situation…• Share accountability…for outcomes relevant to prevention

and healthcare.• Perform effectively on teams and in different team roles in

a variety of settings.

Major ReportsMajor ReportsMajor ReportsMajor Reports

IOM, 2003

IOM, 2001

IOM, 2000

Interprofessional Partners in Interprofessional Partners in ActionAction

Interprofessional Partners in Interprofessional Partners in ActionAction

• IPPIA is an interprofessional public-private partnership between federal agencies (HRSA, VA), foundations (Macy, RWJF, ABIMF) and the Interprofessional Education Collaborative and key stakeholders from education, practice and policy.

• Mission: Ensure that new and current health professionals are proficient in the competencies essential for patient-centered, interprofessional collaborative practice.

Interprofessional Professionalism Interprofessional Professionalism CollaborativeCollaborative

http://interprofessionalprofessionalism.weebly.com

Interprofessional Professionalism Interprofessional Professionalism CollaborativeCollaborative

http://interprofessionalprofessionalism.weebly.com

Interprofessional EducationInterprofessional EducationInterprofessional EducationInterprofessional Education

“When students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (WHO, 2010)

Working with psychology trainees improves my Working with psychology trainees improves my communication with patients, families, communication with patients, families, communities, and other health professionals. communities, and other health professionals. (Cubic, 2011)(Cubic, 2011)

Working with psychology trainees improves my Working with psychology trainees improves my communication with patients, families, communication with patients, families, communities, and other health professionals. communities, and other health professionals. (Cubic, 2011)(Cubic, 2011)

0 10 20 30 40 50 60 70

Strongly Disagree

Somewhat Disagree

Somewhat Agree

Strongly Agree

Percentage of Respondents

The presence of psychology trainees at the The presence of psychology trainees at the family residency sites has lead to an family residency sites has lead to an increased emphasis on psychosocial issues increased emphasis on psychosocial issues overall. (Cubic, 2011)overall. (Cubic, 2011)

The presence of psychology trainees at the The presence of psychology trainees at the family residency sites has lead to an family residency sites has lead to an increased emphasis on psychosocial issues increased emphasis on psychosocial issues overall. (Cubic, 2011)overall. (Cubic, 2011)

Percentage of Respondents

Unresolved IssuesUnresolved IssuesUnresolved IssuesUnresolved Issues

• For what?

• When?

• How?

• By Whom?

• In what context?

BEA Primary Care Training Task BEA Primary Care Training Task Force Force

BEA Primary Care Training Task BEA Primary Care Training Task Force Force

Amber Shifflett; Barbara Cubic, PhD, Chair; Bruce Rybarczyk, PhD; Nancy Ruddy, PhD; Bob McGrath, PhD; Lisa Kearney, PhD; Cathi Grus, PhD; Tony Zamudio, PhD; Chris Neumann, PhD

APA Board of Educational Affairs APA Board of Educational Affairs Primary Care Training Task ForcePrimary Care Training Task Force

Preliminary Survey ResultsPreliminary Survey Results

APA Board of Educational Affairs APA Board of Educational Affairs Primary Care Training Task ForcePrimary Care Training Task Force

Preliminary Survey ResultsPreliminary Survey Results

54% of doctoral programs

Primary Care TrainingPrimary Care TrainingAPPIC DirectoryAPPIC Directory

Primary Care TrainingPrimary Care TrainingAPPIC DirectoryAPPIC Directory

• APA accredited internships

• 101 (22%) major rotation

• 195 (42%) minor rotation

• 47 (37%) postdoctoral residencies

Similarity to Training in General Similarity to Training in General Professional PsychologyProfessional Psychology

Similarity to Training in General Similarity to Training in General Professional PsychologyProfessional Psychology

%Agreement

Radically different 23%

Moderately different 60%

More similar than different

15%

Synonymous 2%

Patient-Centered Primary Care Patient-Centered Primary Care CollaborativeCollaborativewww.pcpcc.netwww.pcpcc.net

Patient-Centered Primary Care Patient-Centered Primary Care CollaborativeCollaborativewww.pcpcc.netwww.pcpcc.net

Executive Committee MembersExecutive Committee MembersExecutive Committee MembersExecutive Committee Members• Abbott; Aetna, Inc; Alliance for Home Health Quality and Innovations; AllScripts; American

Academy of Family Physicians; American Academy of Nurse Practitioners; American Academy of Pediatrics; American College of Physicians; The American Psychological Association; American Osteopathic Association; AMERIGROUP Community Care; Amgen; BlueCross BlueShield; Boehringer Ingelheim; Bon Secours Medical Group; Bristol-Myers Squibb; CIGNA HealthCare; CVS Caremark; DMAA: Care Continuum Alliance; EHE International; Geisinger Health Plan; GlaxoSmithKline; Healthcare Facilities Accreditation Program; Healthways; Hooper Holmes; Humana, Inc.; IBM; Interim HealthCare, Inc; Intuit Health Group; Johnson & Johnson; The Joint Commission; Kaiser Permanente; King Pharmaceuticals, Inc; Lilly USA; Living Well for Coca-Cola North America; McKesson Corporation; MedAssurant, Inc.; Medco; Merck & Company; Microsoft; MidMichigan Health; MVP Health Care; NCQA; National Changing Diabetes Program (Novo Nordisk); NextGen Healthcare Information Systems; American College of Nurse Practitioners; National Association of Pediatric Nurse Practitioners; Pfizer; Philips Healthcare; PhRMA; Phytel; Priority Health; PRISM; Robert Bosch Healthcare; Sanofi-Aventis; Taconic IPA, Inc.; Thomson Reuters; TransforMED; The TriZetto Group; UnitedHealthcare; Universal American Corp.; UPMC Health Plan; Walgreens; and Wellpoint, Inc.

PCPCCPCPCCPCPCCPCPCC• Education and Training Task Force• PCPCC Summit October 21 – 2 panels• Webinar on interdisciplinary training.

Barbara Cubic, PhD. http://www.pcpcc.net/webinar/interdisciplinary-training-your-workforce-promote-integrated-care

• Curriculum Resources, submit your entries: http://www.pcpcc.net/educateform1

Meeting Societal NeedsMeeting Societal NeedsMeeting Societal NeedsMeeting Societal Needs

White House Summit on Bullying White House Summit on Bullying Prevention 2011Prevention 2011

White House Summit on Bullying White House Summit on Bullying Prevention 2011Prevention 2011

Campus Care and Counseling Campus Care and Counseling ActAct

Campus Care and Counseling Campus Care and Counseling ActAct

• Signed into law as part of Garrett Lee Smith Memorial Act in October 2004

• Acknowledges significant toll that mental and behavioral health problems take on a student’s ability to succeed in college

• Resources for college counseling centers and psychology training clinics

• Approximately $48 million Approximately $48 million since 2005since 2005

Center for Deployment PsychologyCenter for Deployment Psychology (Defense GPE Program) (Defense GPE Program)

Center for Deployment PsychologyCenter for Deployment Psychology (Defense GPE Program) (Defense GPE Program)

• Training military and civilian health professionals to provide services for returning military personnel and their families

• TriService

Support for Internship TrainingSupport for Internship TrainingSupport for Internship TrainingSupport for Internship Training

Website resourceshttp://deploymentpsych.org

Graduate Psychology Education Graduate Psychology Education Program (GPE)Program (GPE)

Graduate Psychology Education Graduate Psychology Education Program (GPE)Program (GPE)

• Health service psychologists, interdisciplinary, underserved populations

• Total funding for GPE since 2002: Total funding for GPE since 2002: $31.7 million$31.7 million

Federal Education Federal Education Advocacy CoordinatorsAdvocacy Coordinators

Federal Education Federal Education Advocacy CoordinatorsAdvocacy Coordinators

10 Regions

20 FEDACs

450 Campus

Training

Representatives

The “New York 22”The “New York 22”Collaborative AdvocacyCollaborative Advocacy

The “New York 22”The “New York 22”Collaborative AdvocacyCollaborative Advocacy

• APA (ED, APAGS, Dr. Ellen Garrison)

• APPIC – Dr. Gene D’Angelo

• NYSPA – Tracy Russell

Jason EdgarAlexandra MorrisAkeisha MitchellCarolyn George

Kristen Horan Kerry Torrell

Conscience Clause LegislationConscience Clause LegislationConscience Clause LegislationConscience Clause Legislation

• House Bill 5040 (Michigan)• “shall not discipline or discriminate against a

student in a counseling, social work, or psychology program because the student refuses to counsel or serve a client as to goals that conflict with a sincerely held religious belief or moral conviction of the student, if the student refers the client to a counselor who will provide the counseling or services”

BEA Virtual Working Group on BEA Virtual Working Group on Restrictions Affecting Diversity Restrictions Affecting Diversity

Training in Graduate Education Training in Graduate Education

BEA Virtual Working Group on BEA Virtual Working Group on Restrictions Affecting Diversity Restrictions Affecting Diversity

Training in Graduate Education Training in Graduate Education

• Arizona, Michigan legislation

• Tracking system in place

• Prepare materials for programs

• Values Statement of Counseling Psychology

EdATEdATEdATEdAT

Education and Training for Health Education and Training for Health Service Psychologists Work GroupService Psychologists Work Group

(E&THSP)(E&THSP)

Education and Training for Health Education and Training for Health Service Psychologists Work GroupService Psychologists Work Group

(E&THSP)(E&THSP)

• APA, CCTC, COGDOP

• Met 3 times

• Blueprint expected March 2012

2010 Survey2010 SurveyCCTC and EDCCTC and ED2010 Survey2010 Survey

CCTC and EDCCTC and ED

• ~1300 respondents

• 68% doctoral programs

• 71% clinical psychology programs

• 84% interacted with PhD students

• 46% interacted with PsyD students

• Emerging/expanding practice opportunities to meet societal needs

• Balance between E&T in science that informs practice and E&T in practice that is evidence-based

• Economics of training (including costs, funding reimbursement for trainees)

• E&T in prevention, dx, rx within context of integrated care

Important Topics to be Addressed Important Topics to be Addressed in Next 5-10 yearsin Next 5-10 years

2010 Survey2010 Survey

Important Topics to be Addressed Important Topics to be Addressed in Next 5-10 yearsin Next 5-10 years

2010 Survey2010 Survey

E&THSP FocusE&THSP FocusHealth Service Providers Health Service Providers

E&THSP FocusE&THSP FocusHealth Service Providers Health Service Providers

Psychologists are recognized as Health Service Providers if they are duly trained and experienced in the delivery of preventive, assessment, diagnostic and therapeutic intervention services relative to the psychological and physical health of consumers based on: 1) having completed scientific and professional training resulting in a doctoral degree in psychology; 2) having completed an internship and supervised experience in health care settings; and 3) having been licensed as psychologists at the independent practice level. (APA, 1996)

Conceptual Model

Overlap

Health Service Psychology

Mental Disorders

Psychology and HealthPsychology and HealthPsychology and HealthPsychology and Health

7 Major Issues7 Major Issues7 Major Issues7 Major Issues

Issue #1. There should be guidelines for Issue #1. There should be guidelines for qualifications to enter doctoral programs that qualifications to enter doctoral programs that prepare health service psychologists. prepare health service psychologists.

  

Issue #1. There should be guidelines for Issue #1. There should be guidelines for qualifications to enter doctoral programs that qualifications to enter doctoral programs that prepare health service psychologists. prepare health service psychologists.

  

• More biology?

• Psychology Field Test of ETS?

• Draft criteria

Issue #2. The competencies of psychologists Issue #2. The competencies of psychologists who provide health services should be clearly who provide health services should be clearly articulated and understood by faculty, articulated and understood by faculty, students, regulators and the publicstudents, regulators and the public

Issue #2. The competencies of psychologists Issue #2. The competencies of psychologists who provide health services should be clearly who provide health services should be clearly articulated and understood by faculty, articulated and understood by faculty, students, regulators and the publicstudents, regulators and the public

• Scientific Knowledge and Methods

• Research/Evaluation

• Professional Values and Attitudes

• Individual and Cultural Diversity

• Ethical and Legal Standards and Policy

• Reflective Practice

• Relational

• Evidence-based Practice

• Assessment

• Intervention

• Consultation

• Teaching

• Supervision

• Interdisciplinary Systems

• Professional Leadership Development

• Advocacy

•

•  

Implications for Clinical Implications for Clinical Psychology E&TPsychology E&T

Implications for Clinical Implications for Clinical Psychology E&TPsychology E&T

More focus on biology

Interprofessional competence

Self-assessment and lifelong learning

Practice based research skills

QI, outcomes research, program eval, needs assessment, cost-benefit

models

Go To:Go To:

http://apaoutside.apa.org/EducCSS/Public/

Go To:Go To:

http://apaoutside.apa.org/EducCSS/Public/

Issue #3. Psychology needs to establish the Issue #3. Psychology needs to establish the standard of self-regulation for its education standard of self-regulation for its education and training in the profession.and training in the profession.

Issue #3. Psychology needs to establish the Issue #3. Psychology needs to establish the standard of self-regulation for its education standard of self-regulation for its education and training in the profession.and training in the profession.

• BEA Statement

• ASPPB

Issue #4. Psychology needs to evaluate and Issue #4. Psychology needs to evaluate and articulate the learning objectives for each level articulate the learning objectives for each level in its sequence of education and training of in its sequence of education and training of health service providers, as well as examine health service providers, as well as examine the sequence itself.the sequence itself.

Issue #4. Psychology needs to evaluate and Issue #4. Psychology needs to evaluate and articulate the learning objectives for each level articulate the learning objectives for each level in its sequence of education and training of in its sequence of education and training of health service providers, as well as examine health service providers, as well as examine the sequence itself.the sequence itself.

Issue #5. There needs to be increased focus Issue #5. There needs to be increased focus on competency assessment in psychology on competency assessment in psychology education and training for the delivery of health education and training for the delivery of health care services.care services.

  

Issue #5. There needs to be increased focus Issue #5. There needs to be increased focus on competency assessment in psychology on competency assessment in psychology education and training for the delivery of health education and training for the delivery of health care services.care services.

  

Issue #6. The future of health service Issue #6. The future of health service psychology rests on the integration of science psychology rests on the integration of science and practice. Education and training should be and practice. Education and training should be an integrative endeavor, both within and an integrative endeavor, both within and across content and levels in the curriculum as across content and levels in the curriculum as well as across the activities of research and well as across the activities of research and health service provision. health service provision.   

Issue #6. The future of health service Issue #6. The future of health service psychology rests on the integration of science psychology rests on the integration of science and practice. Education and training should be and practice. Education and training should be an integrative endeavor, both within and an integrative endeavor, both within and across content and levels in the curriculum as across content and levels in the curriculum as well as across the activities of research and well as across the activities of research and health service provision. health service provision.   

Issue #7. Psychology needs more research Issue #7. Psychology needs more research relevant to the preparation of health service relevant to the preparation of health service psychologists and must have a comprehensive psychologists and must have a comprehensive workforce analysis. workforce analysis.

Issue #7. Psychology needs more research Issue #7. Psychology needs more research relevant to the preparation of health service relevant to the preparation of health service psychologists and must have a comprehensive psychologists and must have a comprehensive workforce analysis. workforce analysis.

SCENARIOSSCENARIOSSCENARIOSSCENARIOS

• How would your program need to change?

• How would you facilitate what you believe to be positive elements in the scenario?

• How would you deter what you believe to be negative elements in the scenario?

Scenario Scenario Scenario Scenario

To be licensed for practice, all health professionals must demonstrate competence in outcomes research and conducting practice based quality improvement studies.

Scenario Scenario Scenario Scenario Students enter professional psychology programs with strong backgrounds in psychology and pursue 3-4 years of intensive study designed to develop specified competencies. When they demonstrate competence in core psychology, clinical science, basic general clinical skills, the ability to think critically and learn independently as well as ethical behavior they are granted the doctoral degree. They then attend an intensive 2 year supervised training program in professional psychology. These programs vary according to various dimensions (e.g., specialty, prevention, research emphasis). Only those programs that are preparing psychologists for the provision of health care services are accredited by the APA, and training in an accredited program is required for licensure for independent practice as a health service psychologist

Scenario Scenario Scenario Scenario Programs offering PhD’s in psychology are required to demonstrate that their graduates are capable of both creating and synthesizing new knowledge. Programs offering PsyD’s in psychology are required to demonstrate that their graduates are competent in evidence-based practice. Programs that provide education and training that results in both outcomes award both the PhD and the PsyD.

Scenario Scenario Scenario Scenario

With respect to the health care system, professional psychologists continue to be employed as teachers, administrators, researchers and practitioners. However, master’s level professionals are hired to provide the bulk of the psychotherapy services in the health care system.

Scenario Scenario Scenario Scenario

Doctoral education training of health service psychologists occurs in a setting that includes, as an integral part, faculty from other disciplines and professions, a health service system, experience with other health profession trainees and faculty conducting cutting edge research related to both clinical practice and health services research.

Scenario Scenario Scenario Scenario

All programs are required to demonstrate that they provide education and training for students to achieve demonstrated competence in interprofessional functioning, practice based quality improvement, self-assessment, clinical decision-making, and telehealth.

Scenario Scenario Scenario Scenario

The baccalaureate degree becomes a 3 year enterprise.

Scenario Scenario Scenario Scenario Doctoral education and training in professional psychology is comprised of a diverse set of programs. Some programs graduate students who are competent to practice with children and families and others with competence to prescribe medications, to consult with industry, to design prevention programs or to perform neuropsychological assessments.

Scenario Scenario Scenario Scenario Psychology remains a very attractive field of study. More people want to obtain doctorates and demand access to doctoral programs. Eager to generate credit hours and revenues, programs open their doors and become increasingly inclusive of the general population. Class sizes are large initially, but the curriculum is designed to “weed out” all but the most talented as students progress in the program.

ScenarioScenarioScenarioScenarioAll required content is delivered online. Because of student demand for “portability” the sequence is the same across programs. Student demand for access to various training opportunities results in “swirling” across programs.

What implications does this have for program management, student tracking, attainment /assessment of clinical skills, and the role of the faculty?