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Interprofessional Education in Psychology Doctoral Programs, Internships, and Postdoctoral Training: A Survey of Training Directors

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Journal of Clinical Psychology in Medical Settings Aims and scope Submit manuscript

A Correction to this article was published on 26 July 2023

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Abstract

Interprofessional Education (IPE) is intended to prepare health professionals for teambased care. Little is known about IPE offerings for psychology trainees. The article reports on a survey of training directors (263) from graduate school, internship, and fellowship programs about IPE in a 39-item survey. Most programs have IPE activities across 17 types (e.g., classroom didactics, IP team care, Grand Rounds, simulations, etc.), though 34% reported no or poorly coordinated IPE. Barriers included limited funding/protected time and conflicting student schedules. Resources needed for implementing IPE included incorporating IPE into clinical settings, curricular materials, and evaluation tools. Only 15% felt institutional leadership considered IPE a high priority. Training directors need leadership engagement and support, protected time, and administrative support as well as faculty development for event design and facilitation skills. This study is an exploratory first step, more granular investigation of quality and quantity of IPE from training directors’ perspectives is needed.

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Funding

The authors have no funding for the project summarized in this manuscript.

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Authors and Affiliations

  1. College of Nursing and Health Professions, University of Southern Indiana, Evansville, IN, USA

    Elizabeth Kalb

  2. Departments of Medicine and Pediatrics, University of Minnesota Medical School, Minneapolis, MN, USA

    William N. Robiner

  3. University of Virginia School of Medicine, Charlottesville, VA, USA

    Heather Bruschwein

  4. College of Medicine, University of Arkansas for Medical Sciences, Arkansas Children’s Hospital, 1 Children’s Way Slot 12-21, Little Rock, AR, 72202, USA

    Amy Seay & Wendy L. Ward

  5. American Psychological Association, Washington, DC, USA

    Catherine Grus

Authors
  1. Elizabeth Kalb
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  2. William N. Robiner
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  3. Heather Bruschwein
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  4. Amy Seay
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  5. Catherine Grus
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  6. Wendy L. Ward
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Corresponding author

Correspondence to Wendy L. Ward.

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Conflict of interest

Elizabeth Kalb, William N. Robiner, Heather Bruschwein, Amy Seay, Catherine Grus, and Wendy L. Ward have no disclosures to report.

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This project was deemed not human subjects research by the corresponding author’s Institutional Review Board since no protected health information or personal identifying information was obtained.

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Public Significance Statements

Interprofessional education is increasingly recognized as a means of preparing health professionals, including psychologists, to collaborate in team-based healthcare. Health professional training institutions are ramping up IPE activities to maximize their trainees’ readiness to function in collaborative care activities. It is important to better understand the scope and diversity of IPE activities for psychology trainees to ensure that the profession keeps pace with other health professions, to identify best practices for IPE within the psychology education and training paradigm, and to help programs recognize and surmount barriers to IPE.

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Kalb, E., Robiner, W.N., Bruschwein, H. et al. Interprofessional Education in Psychology Doctoral Programs, Internships, and Postdoctoral Training: A Survey of Training Directors. J Clin Psychol Med Settings 30, 469–480 (2023). https://doi.org/10.1007/s10880-023-09968-y

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  • DOI: https://doi.org/10.1007/s10880-023-09968-y

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