Intervention training using peer role‐play and standardised patients in psychodynamic psychotherapy trainees

Christoph Nikendei; Julia Huber; Johannes C. Ehrenthal; Wolfgang Herzog; Henning Schauenburg; Jobst‐Hendrik Schultz; Ulrike Dinger

doi:10.1002/capr.12232

Intervention training using peer role‐play and standardised patients in psychodynamic psychotherapy trainees

Counselling and Psychotherapy Research ◽

10.1002/capr.12232 ◽

2019 ◽

Vol 19 (4) ◽

pp. 508-522 ◽

Cited By ~ 4

Author(s):

Christoph Nikendei ◽

Julia Huber ◽

Johannes C. Ehrenthal ◽

Wolfgang Herzog ◽

Henning Schauenburg ◽

...

Keyword(s):

Psychodynamic Psychotherapy ◽

Role Play ◽

Intervention Training ◽

Psychotherapy Trainees ◽

Standardised Patients

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Do students develop better motivational interviewing skills through role-play with standardised patients or with student colleagues?

Medical Education ◽

10.1111/j.1365-2929.2006.02533.x ◽

2006 ◽

Vol 40 (8) ◽

pp. 775-780 ◽

Cited By ~ 59

Author(s):

Anne L Mounsey ◽

Viktor Bovbjerg ◽

Laura White ◽

John Gazewood

Keyword(s):

Motivational Interviewing ◽

Role Play ◽

Interviewing Skills ◽

Standardised Patients

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Peer role-play and standardised patients in communication training: a comparative study on the student perspective on acceptability, realism, and perceived effect

BMC Medical Education ◽

10.1186/1472-6920-10-27 ◽

2010 ◽

Vol 10 (1) ◽

Cited By ~ 59

Author(s):

Hans M Bosse ◽

Martin Nickel ◽

Sören Huwendiek ◽

Jana Jünger ◽

Jobst H Schultz ◽

...

Keyword(s):

Comparative Study ◽

Role Play ◽

Communication Training ◽

Student Perspective ◽

Standardised Patients

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Developing physiotherapy student safety skills in readiness for clinical placement using standardised patients compared with peer-role play: a pilot non-randomised controlled trial

BMC Medical Education ◽

10.1186/s12909-017-0973-5 ◽

2017 ◽

Vol 17 (1) ◽

Cited By ~ 6

Author(s):

Anna C. Phillips ◽

Shylie F. Mackintosh ◽

Alison Bell ◽

Kylie N. Johnston

Keyword(s):

Randomised Controlled Trial ◽

Controlled Trial ◽

Role Play ◽

Clinical Placement ◽

Safety Skills ◽

Physiotherapy Student ◽

Student Safety ◽

Randomised Controlled ◽

Standardised Patients

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Effects of Using Mixed Reality With Coaching on the Interprofessional Communication Skills of Speech-Language Pathology Graduate Students

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00098 ◽

2021 ◽

pp. 1-21

Author(s):

Jacqueline A. Towson ◽

Matthew S. Taylor ◽

Diana L. Abarca ◽

Claire Donehower Paul ◽

Faith Ezekiel-Wilder

Keyword(s):

Graduate Students ◽

Self Efficacy ◽

Mixed Reality ◽

Role Play ◽

Speech Language Pathology ◽

Traditional Role ◽

Allied Health Professionals ◽

Interprofessional Communication ◽

Language Pathology ◽

The Individual

Purpose Communication between allied health professionals, teachers, and family members is a critical skill when addressing and providing for the individual needs of patients. Graduate students in speech-language pathology programs often have limited opportunities to practice these skills prior to or during externship placements. The purpose of this study was to research a mixed reality simulator as a viable option for speech-language pathology graduate students to practice interprofessional communication (IPC) skills delivering diagnostic information to different stakeholders compared to traditional role-play scenarios. Method Eighty graduate students ( N = 80) completing their third semester in one speech-language pathology program were randomly assigned to one of four conditions: mixed-reality simulation with and without coaching or role play with and without coaching. Data were collected on students' self-efficacy, IPC skills pre- and postintervention, and perceptions of the intervention. Results The students in the two coaching groups scored significantly higher than the students in the noncoaching groups on observed IPC skills. There were no significant differences in students' self-efficacy. Students' responses on social validity measures showed both interventions, including coaching, were acceptable and feasible. Conclusions Findings indicated that coaching paired with either mixed-reality simulation or role play are viable methods to target improvement of IPC skills for graduate students in speech-language pathology. These findings are particularly relevant given the recent approval for students to obtain clinical hours in simulated environments.

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Anorexia Nervosa – Focal Psychodynamic Psychotherapy

10.1027/00554-000 ◽

2018 ◽

Author(s):

Hans-Christoph Friederich ◽

Beate Wild ◽

Stephan Zipfel ◽

Henning Schauenburg ◽

Wolfgang Herzog ◽

...

Keyword(s):

Anorexia Nervosa ◽

Psychodynamic Psychotherapy

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Using the Theory of Planned Behavior to Predict Faking in Selection Exercises Varying in Fidelity

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000211 ◽

2018 ◽

Vol 17 (3) ◽

pp. 155-160 ◽

Cited By ~ 3

Author(s):

Daniel Dürr ◽

Ute-Christine Klehe

Keyword(s):

Theory Of Planned Behavior ◽

Planned Behavior ◽

Predictive Validity ◽

Group Discussion ◽

Role Play ◽

Selection Procedure ◽

High Fidelity ◽

Selection Research ◽

Play Group

Abstract. Faking has been a concern in selection research for many years. Many studies have examined faking in questionnaires while far less is known about faking in selection exercises with higher fidelity. This study applies the theory of planned behavior (TPB; Ajzen, 1991 ) to low- (interviews) and high-fidelity (role play, group discussion) exercises, testing whether the TPB predicts reported faking behavior. Data from a mock selection procedure suggests that candidates do report to fake in low- and high-fidelity exercises. Additionally, the TPB showed good predictive validity for faking in a low-fidelity exercise, yet not for faking in high-fidelity exercises.

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