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Augmenting student and professional training with peer learning groups: results from focus group interviews
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Chen, Jun Hong. Augmenting student and professional training with peer learning groups: results from focus group interviews. Retrieved from https://doi.org/doi:10.7282/t3-027c-2h96

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TitleAugmenting student and professional training with peer learning groups: results from focus group interviews
NameChen, Jun Hong (author); Chu, Brian (chair); Shahidullah, Jeffrey JS (member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2021
Other Date2021-10 (degree)
SubjectClinical psychology, Psychologists -- Education
Extent1 online resource (94 pages) : illustrations
DescriptionCurrent implementation strategies for evidence-based psychological treatments often rely on classroom instruction for health service psychology (HSP) graduate trainees and workshop presentations for licensed professionals. These models also utilize expert trainers and in-person delivery systems to disseminate the training. Data on the limits of classroom instruction and workshop presentations for increasing clinical skill acquisition, as well as the high cost of using expert consultation and in-person trainings, suggest the need for novel delivery models of health service psychology training. The present study examined the acceptability of a novel training model in the form of peer learning communities (PLCs) within a sample of HSP trainees and licensed professionals at the Graduate School of Applied and Professional Psychology (GSAPP) at Rutgers University. Participants (N=17) were invited to share their opinions and preferences about PLC platforms, modes of communication, and features in semi-structured focus group interviews. The results suggested HSP trainees and licensed professionals overwhelmingly desired a PLC that offers a hybrid (i.e., virtual and in-person) platform model, utilizes a mixture of synchronous and asynchronous modes of communication, and provides a multitude of features and functionality (e.g., peer consultation, resource sharing, networking). Additional unique and insightful feedback was noted and explicated. Feedback will be used to aid in the development of a pilot PLC at GSAPP.
NotePsy.D.
NoteIncludes bibliographical references
Genretheses
Persistent URLhttps://doi.org/doi:10.7282/t3-027c-2h96
LanguageEnglish
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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