Postgraduate students’ perceptions of simulation-based learning in professional psychology training

ABSTRACT Objective In a field with limited placement resources, further exacerbated by challenges due to COVID-19, simulation-based learning (SBL) represents a novel, evidence-based way to expose psychology students to learning opportunities. We examine students’ experiences and perceptions of SBL during postgraduate psychology training and their views on using extended SBL to aid clinical competence development. Methods 84 students in postgraduate training programs from across Australia completed a methods cross-sectional survey about SBL. Quantitative data were analysed using descriptive statistics, while responses to open-ended questions were examined using content analysis. Results The most common forms of SBL were role play, simulated initial interviews and psychological assessments. Students viewed SBL as a valid way to develop assessment and intervention skills and recognised it as a useful means to develop clinical competence. SBL was seen as a good way to ease into client work and incorporating more SBL into professional psychology was viewed as beneficial. From qualitative data, two superordinate themes were generated: SBL May Confer Many Benefits for Professional Training and SBL is Complex and Not Without Challenges. Conclusions Provisional psychologists see value in SBL and appear largely supportive of increasing SBL in professional training. However, educators must be clear on why and how SBL will be used and seek to follow best-practice guidelines.