Evaluating the impact of simulation-based education on clinical psychology students' confidence and clinical competence

Abstract

ABSTRACT Background Within psychology, interest in simulation has grown, with publications on role‐play and objective structured clinical examinations emerging. This study examines the impacts of simulation‐based education on students' clinical competence and confidence when compared with traditional case‐based education. The perceived alignment between simulation‐based education and clinical practice is also considered. Methods Twelve first‐year clinical psychology students participated in this mixed methods study. Participants completed two objective structured clinical examinations, during which their clinical competence was rated using the Global Rating Scale and Cognitive Therapy Scale—Revised. Following the first examination, participants were randomly allocated to the simulation‐ or case‐based education conditions, where they engaged with video simulations or written case study, respectively. Clinical competence was then assessed post‐intervention, and consenting participants completed a follow‐up focus group. Results Post‐intervention, those in the simulation‐based education condition rated their confidence in applying knowledge learnt to real‐world settings higher than did those in the case‐based education condition. The simulated‐based education group also showed increased competence as rated on the Global Rating Scale and Cognitive Therapy Scale—Revised; however, this improvement was not greater overall than that observed in the case‐based education group. From a qualitative perspective, several themes emerged, including a “disconnect” between case‐based materials and clinical practice and the importance of explicit instructions in guiding student learning. Conclusions From a student perspective, simulation‐based education is preferred over case‐based education as a clinical education approach. However, there is no clear evidence that simulation‐based education enhances clinical skill performance over and above case‐based education. KEY POINTS (1) Students in the simulation‐based education condition rated their confidence in applying knowledge learnt to real‐world settings significantly higher than those in the case‐based education condition. (2) Students engaging in simulation‐based education prefer explicit instructions regarding the learning objectives of activity to guide their learning (3) While students regard simulation‐based education more favourably than they do casebased education, as yet there is no clear evidence that simulation‐based education enhances clinical skill performance over and above case‐based education.