An evaluation of the effectiveness of online clinical quandaries in increasing trainee clinical psychology knowledge

Karen McKenzie; Clara O’Shea; Paula Megson; Hamish Macleod; Michael Begg

doi:10.1921/jpts.v8i2.365

Authors

Karen McKenzie
Clara O’Shea
Paula Megson
Hamish Macleod
Michael Begg

DOI:

https://doi.org/10.1921/jpts.v8i2.365

Keywords:

online, clinical, quandary, training

Abstract

Game informed learning principles are increasingly being applied to both the wider educational context and specifically to allow the learner to role play a profession in a safe context prior to entering real practice. This questionnaire based study aimed to examine the impact of an online clinical quandary on the knowledge of trainee clinical psychologists in relation to challenging behaviour in people with a learning disability. Trainee knowledge in relation to key concepts required for successful assessment, intervention and evaluation of challenging behaviour was measured before and after using the clinical quandary, prior to any formal clinical psychology training (n=62). Trainee views on the use of the clinical quandary were also gathered. A significant increase in scores was found after using the clinical quandary, for the following factors: dealing with the initial referral; recording and overall total scores. Trainees evaluated the quandary as interesting, challenging, stimulating and helpful as a study aid. The results suggest that online clinical quandaries may offer a useful learning tool for increasing trainee knowledge and allowing them to rehearse skills in an environment where mistakes do not impact on patients.

References

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