Clinical psychology graduate students: Lessons learned from a sudden transition to online education.

Scholarship of teaching and learning in psychology Pub Date : 2022-05-05 DOI:10.1037/stl0000317

K. Aafjes-van Doorn, V. Békés, R. Zweig

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Abstract

The coronavirus disease (COVID-19) pandemic necessitated a rapid transition to online instruction, yet data as to the effectiveness of online training for doctoral psychology trainees are sparse. We surveyed clinical psychology students (N = 152) regarding their experiences of synchronous online education during the pandemic, with a focus upon factors related to perceived quality, effectiveness, and future preferences. Many students transitioned to both online didactic learning and to online supervision and clinical service delivery. Behavioral engagement with online instruction was associated with students' perceptions of the quality and effectiveness of their online education experience, and these were related to their future preferences. A more positive transition to online clinical service delivery was associated with favorable perceptions of the effectiveness of online education. Findings suggest that students' behavioral engagement in online education plays a pivotal role in the perceived quality of their online educational experience. Findings have implications for students and instructors that may augment online education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

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临床心理学研究生：从突然过渡到在线教育中吸取的教训。

冠状病毒疾病（新冠肺炎）大流行需要迅速过渡到在线教学，但关于心理学博士生在线培训有效性的数据很少。我们调查了临床心理学学生（N=152）在疫情期间的同步在线教育经历，重点关注与感知质量、有效性和未来偏好相关的因素。许多学生过渡到了在线教学、在线监督和临床服务提供。在线教学的行为参与与学生对在线教育体验的质量和有效性的看法有关，这些都与他们未来的偏好有关。向在线临床服务提供的更积极的转变与对在线教育有效性的良好认知有关。研究结果表明，学生对在线教育的行为参与对他们在线教育体验的感知质量起着关键作用。研究结果对学生和教师有启示，可能会加强在线教育。（PsycInfo数据库记录（c）2022 APA，保留所有权利）

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Scholarship of teaching and learning in psychology

CiteScore

4.20

自引率

0.00%

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