Implications and applications for competency-based training in the context of the Minnesota Guidelines for education and training in clinical neuropsychology.

Abstract

Objective: A major goal of the Minnesota Conference was to update competencies for the Clinical Neuropsychology specialty. The proposed competencies build on previously published competencies by centering competencies in a framework of equity, justice, cultural respect, and inclusion consistent with the current version of the APA Multicultural Guidelines. Additional essential competencies were established for Technology and Innovation, and Health and Professional Advocacy. The objectives of this paper are to provide the context for competency-based training and to provide a methodology to training directors, at any level of clinical neuropsychology training, for building a competency-based training program. Method: Competencies are the foundation for a training program, defining what is essential to practice independently as a clinical neuropsychologist. This paper provides a roadmap for training programs to systematically create a competency-based training program. Using resources from the American Psychological Association's Commission on Accreditation for competency-based training in psychology, this process can both be consistent with the broad competencies and also rely on the unique resources available at the training site. Conclusions: Despite concerns and consternation across the field of clinical neuropsychology regarding the Minnesota Guidelines, training of students in clinical neuropsychology programs at the doctoral-level, internship, and postdoctoral fellowship benefits from updated competencies. Having a roadmap to guide training programs for building and implementing competency-based training provides an important process and resource for training directors.