Abstract
Examination for Professional Practice in Psychology (EPPP) taken by professional (Vail Model) graduates had a failure rate of 30.82% in contrast to 7.60% for EPPP licensing exams taken by traditional (Boulder Model) graduates of clinical psychology programs. Thus, exams taken by professional graduates were 4.06 more likely to result in failure. It was acknowledged that it is not known whether EPPP performance is related to psychotherapy outcome.
Highlights
It has been more than a decade since the correlates of performance on the national licensing exam, the Examination for Professional Practice in Psychology (EPPP) of clinical psychology graduates was reported (Templer & Tomeo, 1998b; Yu et al, 1997)
The present study went beyond the previous EPPP research comparing professional (Vail Model) and traditional (Boulder Model) clinical psychology graduates in two ways. (a) The Educational and Reporting Service had reported mean EPPP scores of programs and such was used in the previous research
The psychologist with a perfect EPPP score receives the same license as the one who barely passes. (b) The previous research on the EPPP compared mean scores of professional and traditional graduates has attenuated the true differences because professional school means are based on a much larger N
Summary
It has been more than a decade since the correlates of performance on the national licensing exam, the Examination for Professional Practice in Psychology (EPPP) of clinical psychology graduates was reported (Templer & Tomeo, 1998b; Yu et al, 1997). The present study went beyond the previous EPPP research comparing professional (Vail Model) and traditional (Boulder Model) clinical psychology graduates in two ways. (a) The Educational and Reporting Service had reported mean EPPP scores of programs and such was used in the previous research. (b) The previous research on the EPPP compared mean scores of professional and traditional graduates has attenuated the true differences because professional school means are based on a much larger N. We report pass/fail mean program rates and consider the number of exam taken and passed/failed by the composite of professional programs and traditional programs
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