Clinical Neuropsychologist最新文献

Objective: Despite advancements in supervisory practices within formal and informal training environments, learners continue to report instances of harmful supervision. The current paper builds on the Culturally Expressive and Responsive (CER) Supervision Model and demonstrates its application to contemporary neuropsychological practice and training. Method: Placing identity development and culturally informed practice at its center, the CER Supervision Model offers supervisors and learners a framework for addressing current training challenges in neuropsychology. Results: Key topics explored include cultivating a self-reflective practice for both supervisors and trainees, emphasizing identity development as a critical aspect of professional development, and building an educational alliance in supervision. The current paper outlines practical steps for enhancing supervisory practices, including mindful integration of supervision philosophy and practice, and ongoing supervisor skill development. Conclusions: By addressing these critical areas, the CER Supervision Model in neuropsychology aims to foster a tailored, more effective, culturally responsive, and ethically sound bidirectional training environment.

Objective: Doctoral education is a cornerstone in the training of clinical neuropsychologists. However, we know little about perceptions, practices, and needs of the faculty who oversee doctoral training in clinical neuropsychology (CN). Method: Seventy-one faculty from 45 doctoral programs providing CN training completed at least part of a survey assessing characteristics of their programs, current training practices and views, and challenges to CN doctoral training. Results: Over half of CN faculty reported having zero or only one CN colleague. CN faculty reported that the goals of CN doctoral training are research training, clinical training, and acquisition of knowledge and skills reflected in the Houston Conference Guidelines (HCG). CN faculty reported that doctoral trainees obtain more clinical hours than faculty would like and endorsed alternative clinical metrics, including competency-based ratings. CN faculty are divided about the benefits of a required two-year postdoctoral CN fellowship. Conclusions: The HCG states that specialization in CN begins at the doctoral level. CN faculty in doctoral programs are fully immersed in the early development and education of future CN researchers and practitioners. Tensions between clinical and research training in CN at the doctoral level-and student overemphasis on accruing clinical hours-might place CN at risk for failing to make research innovations necessary for our field to evolve and thrive. More CN doctoral faculty are needed to serve as mentors to students, especially for students from backgrounds that have been historically excluded and marginalized. A greater voice from CN doctoral faculty in CN governance is needed.

Objective: The American Academy of Medical Colleges (AAMC) has recommended holistic review (HR), also referred to as holistic recruitment, to improve recruitment processes across all aspects of training from medical school admission to resident/fellowship selection by addressing obstacles that may disadvantage qualified applicants. HR is an evidenced based and strategic approach that aligns a program's mission and goals while individually evaluating an applicant's capabilities in the broader context of sociocultural, economic, educational, and personal factors. To date, the field of Clinical Neuropsychology (CN) has utilized recruitment methods that lack empirical support and may inadvertently limit access for individuals from a wide range of backgrounds and experiences, potentially narrowing the pathway for future colleagues. Method: This paper will (1) provide context of historical barriers and challenges in the training recruitment processes, (2) define HR, (3) review relevant literature regarding its efficacy in medical education, and (4) provide an overview and examples of how to apply HR to CN postdoctoral training recruitment. Conclusion: HR is an evidenced-based recruitment method that has consistently demonstrated strong utility in broadening the criteria for evaluating candidates without reducing the quality of the trainees in medical residencies. It is our assertion that these methods can be successfully applied to CN postdoctoral fellowship recruitment.

Objective: The purpose of this paper is to review existing neuropsychological training guidelines for fellowship training and to propose a competency-based training curriculum that can be implemented in a two-year neuropsychological fellowship. Competency-based approaches to training are commonly used in psychology, some competencies specific to neuropsychology include the Houston Conference Guidelines and the Clinical Neuropsychology Taxonomy. Despite training guidelines, curriculum based on these guidelines for fellowship training programs is not readily available and may vary across programs. Method: Various published training approaches/models were reviewed. A sample curriculum, with specifications for neuropsychological foundational and functional training competencies, was developed based on previously published training guidelines, clinical experience, and supervisory experiences that are common in neuropsychological practice. Narrative examples were included to illustrate this curriculum. Conclusion: The proposed curriculum can be implemented flexibly at a variety of training sites while still helping trainees achieve key competencies, which can help trainees move successfully through future board certification. A future task force is recommended to gather additional data from training programs, expertise from training directors and supervisors, and trainee feedback as it relates to curriculum development.

Objective: This manuscript provides a comprehensive overview of the Minnesota 2022 Conference to Update Education and Training Guidelines in Clinical Neuropsychology (MNC), detailing its development, structure, and outcomes. It outlines the preparatory activities undertaken by Delegates, the defined roles of participants-including the Steering Committee, Content Panelists, Delegates, Observers, and Volunteers-and the extensive logistical planning that supported the event. The manuscript reviews the conference's multi-day agenda, which combined plenary sessions, breakout groups, and synthesis meetings to develop a draft to the MNC updated guidelines.

Method: Conference planning documents, meeting notes, internal communications, and delegate materials were reviewed to provide a detailed overview of the MNC. This included review of participant roles, the multi-day agenda, and the processes used to draft the updated training guidelines. Post-conference activities, such as revisions and dissemination efforts, were also reviewed.

Conclusion: Key outcomes, both during and after the conference, are described, highlighting the collaborative process and the resulting training document. Finally, the manuscript discusses post-conference activities aimed at finalizing and publishing the MNC Training Guidelines.

Objective: During the past several decades, work has been ongoing to establish specialty-specific competencies for clinical neuropsychology. However, there is a lack of corresponding evaluation tools that link broad competency areas to directly observable behaviors that are required for advancement or completion at different points in training. The objectives of this manuscript are to: (1) briefly review the development of clinical neuropsychology competencies, (2) describe essential components of competency-based evaluation in clinical neuropsychology, focusing on the postdoctoral fellowship level because that is the typically the last formal opportunity to evaluate trainee knowledge and skills prior to independent practice, (3) describe how to implement evaluation policies and procedures to support fellow competency development and program quality improvement, and (4) provide revised example evaluation forms that can be widely used or adapted for postdoctoral fellow assessment and program evaluation. Method: The APPCN workgroup that was initially tasked with developing competency-based assessment tools that could be adapted for widespread use among programs sought feedback from program directors on an initial evaluation tool and conducted a survey regarding current evaluation policies and procedures in clinical neuropsychology fellowship programs. Subsequently, the tool was revised, and the updated recommended evaluation policies and procedures are outlined in this manuscript. Conclusions: The proposed evaluation tools and sequence of assessment during the fellowship period can be widely used and/or adapted among clinical neuropsychology postdoctoral fellowship training programs. Such assessment tools are essential to demonstrate readiness for independent clinical neuropsychology practice.

Objectives: Theoretical models of cross-cultural neuropsychology and practice have seen a rapid increase over the last several years. Yet while much progress has been made from a theoretical perspective, little has been said about the practicality of implementing such programs. Neuropsychology with vulnerable populations often demands more time for less reimbursement. Method: We propose to blend the need for robust and nuanced multicultural neuropsychology with innovative practical training. Community-oriented training programs led by trainees reduce the burden of billing and productivity, while increasing access and teaching complex concepts such as building partnerships, developing programs, and honing cross-cultural clinical skills. Results: The authors discuss two programs built on this model. First the graduate-level HopeWorks program to provides neuropsychology care to unhoused adults in New Mexico and second the Salud Para Niños neuropsychology program to provide care to Spanish-speaking children in Pennsylvania. They also discuss the need for supervision of bilingual trainees by monolingual supervisors and the use of tele-supervision. Conclusions: The authors propose that the success of these programs will encourage supervisors to establish new training rotations to serve their communities' most vulnerable members while providing valuable training experiences and robust supervision.

Objective: The Houston Conference Guidelines (Hannay et al., 1998) provided an initial framework for North American neuropsychology training that served the specialty well for several decades. Subsequent advances in technology, increased diversity of the U.S. and Canadian populations, and the adoption of competency-based training models within Health Service Psychology have created a need to update neuropsychology training guidelines. Therefore, in 2022, the Minnesota Conference to Update Education and Training Guidelines in Clinical Neuropsychology began a two-year drafting process leading to the currently proposed update.

Method: A Steering Committee worked with content experts, consultants, and delegates representing North American neuropsychological organizations and specialists. The final version of the guidelines was developed after reviewing neuropsychological training literature, gathering feedback from specialists, and making iterative revisions of earlier drafts to reach consensus.

Conclusion: The resulting "Minnesota Guidelines" include five foundational (Neuroscience and Brain Behavior Relationships; Integration of Science and Practice; Ethics, Standards, Laws, and Policies; Diversity; and Professional Relationships) and eight functional (Assessment; Intervention; Interdisciplinary Systems and Consultation; Research and Scholarship; Technology and Innovation; Teaching, Supervision, and Mentoring; Health and Professional Advocacy; and Administration, Management, and Business) areas of competency required for entry level specialty practice. While consensus was not achieved, a majority of voting delegates recommended the Guidelines for adoption and the Guidelines have been endorsed by six neuropsychology education and board certification organizations. The American Academy of Clinical Neuropsychology has not endorsed the Minnesota Guidelines and will not make an endorsement decision until three months after online publication.

Objective: To provide guidance for implementation of the Minnesota Conference Guidelines (MNC Guidelines) within doctoral, internship, post-doctoral fellowship, and continuing education programs. The development and maintenance of competencies in clinical neuropsychology is the goal of combined training at these four levels. In this paper, implementation guidance uses terminology consistent with the current Clinical Neuropsychology Taxonomy and current competency development concepts in the specialty.

Method: Delegates to the Minnesota 2022 Update Conference on Education and Training in Clinical Neuropsychology (MNC) were invited to participate in the drafting of this document. The MNC Steering Committee organized this process. Delegates were formed into four drafting teams (Doctoral, Internship, Fellowship, and Continuing Education), each with a Team Lead. Teams provided initial drafts that identified training opportunities at each level and provided example training activities to address the 13 MNC Guidelines competencies. The manuscript's lead authors (SC, AYS, RB) then edited and integrated these drafts and worked iteratively with Team Leads to produce the current document.

Results: The paper provides a conceptual framework for the MNC Guidelines, addresses supervision across training levels, discusses training activities that can be implemented to address the MNC Guidelines competencies, and discusses potential challenges to that implementation. The learning activities contained in these guidelines draw heavily upon existing training methods that are already in wide use across the specialty of clinical neuropsychology.

Conclusion: These Implementation Guidelines are intended to provide training programs and individuals with non-prescriptive guidance on training activities designed to develop and maintain competency across all 13 of the MNC competencies.