Tracking trainee development: preliminary validation of a tool designed to evaluate clinical psychology competencies over time

Competency-based assessment on placement ideally involves evaluation of a trainee performing clinical skills using fit-for-purpose tools that are simple for clinical supervisors to use and informative to the trainee. The current study examined the potential utility of a new tool, the Psychology Competency Evaluation Tool – Summative (PsyCET-S), designed to assess the attainment of professional competencies in clinical psychology trainees. Twelve experts tested the inter-rater reliability of the vignette ordering, before the tool was used to assess performance of clinical psychology trainees on placement by both supervisors and trainees. Ninety-nine placement reviews of 45 trainees at different stages of training were analysed. Strong inter-rater reliability in the rank ordering of vignettes within each domain indicated their ability to capture competence development. Supervisor and trainee ratings showed a gradual increase in competence from early to later stages of training in all domains, with performance plateauing for the final placement. Evidence of both the leniency bias and halo effect were evident, with supervisors appearing more lenient than the trainees themselves. The PsyCET-S encourages supervisors to evaluate the development of professional competencies in their trainees in a way that can optimise trainee learning and future practice as a Psychologist. <b>What is already known about this topic:</b>Board-approved supervisors of professional psychology trainees are required to “effectively monitor, assess and evaluate the competencies of a supervisee”, yet simple and effective methods for how to do this are limited.Effective competency-based assessment can optimise students’ learning and is essential to regulating the profession.Tools that measure the performance of clinical skills and their development over time are needed. Board-approved supervisors of professional psychology trainees are required to “effectively monitor, assess and evaluate the competencies of a supervisee”, yet simple and effective methods for how to do this are limited. Effective competency-based assessment can optimise students’ learning and is essential to regulating the profession. Tools that measure the performance of clinical skills and their development over time are needed. <b>What this topic adds:</b>We present a new evaluation tool that describes expected student performance of professional competencies on placement at the beginning of clinical training through to entry-to-practice that is designed to capture both supervisor and trainee ratings.Data from 99 placement reviews indicate that the tool captures the progression of competency attainment over time from both the trainee and supervisor perspective.The tool provides trainees with meaningful feedback on their competency development while preserving the normative function of supervision. We present a new evaluation tool that describes expected student performance of professional competencies on placement at the beginning of clinical training through to entry-to-practice that is designed to capture both supervisor and trainee ratings. Data from 99 placement reviews indicate that the tool captures the progression of competency attainment over time from both the trainee and supervisor perspective. The tool provides trainees with meaningful feedback on their competency development while preserving the normative function of supervision.