Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in Uganda
IntroductionCompetency-based training has gained prominence in clinical psychology education, emphasizing practical skills acquisition. The EQUIP competency-based approach, recognized for its effectiveness in in-service training, raises questions about its feasibility and utility in pre-service educ...
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2024-01-01
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| Series: | Frontiers in Education |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1290630/full |
| _version_ | 1797365501678059520 |
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| author | Morris Ndeezi Gloria A. Pedersen Benjamin Alipanga Ibrahim Luberenga Brandon A. Kohrt Roscoe Kasujja |
| author_facet | Morris Ndeezi Gloria A. Pedersen Benjamin Alipanga Ibrahim Luberenga Brandon A. Kohrt Roscoe Kasujja |
| author_sort | Morris Ndeezi |
| collection | DOAJ |
| description | IntroductionCompetency-based training has gained prominence in clinical psychology education, emphasizing practical skills acquisition. The EQUIP competency-based approach, recognized for its effectiveness in in-service training, raises questions about its feasibility and utility in pre-service education.MethodsFaculty and supervisors were trained in and applied EQUIP competency-based assessment and techniques with current graduate students. A cohort comprising 15 graduate students, 12 faculty members, and supervisors from Butabika National Referral Mental Health and Teaching Hospital participated in focus group discussion and key informant interviews. Qualitative data was collected from 1st August 2022 to 4th August 2022. Thematic analysis identified three central themes.FindingsThe first theme reveals participants’ recognition of EQUIP’s feasibility in standardizing competence levels and addressing curriculum gaps. An extended training period, approximately 15 h, was identified as crucial to enhance educators’ and supervisors’ confidence in implementing the approach. The second theme emphasizes the pivotal role of role-play in competency-based training, transforming initial apprehension into constructive learning. Lastly, feedback emerged as a crucial component, with participants highlighting its role in fostering self-assuredness and refining skills.ConclusionThe study emphasizes the importance of robust training in competency-based methodologies. The EQUIP approach’s potential in clinical psychology education is evidenced by its alignment with research outcomes. Beyond this, the study advocates for longitudinal research to assess sustained engagement with EQUIP resources and their long-term impact. This research not only advances the discourse on competency-based training but also sets the stage for continuous improvements in clinical psychology education. |
| first_indexed | 2024-03-08T16:49:53Z |
| format | Article |
| id | doaj.art-3ffd210d8e134636b167b853f403a03f |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-08T16:49:53Z |
| publishDate | 2024-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-3ffd210d8e134636b167b853f403a03f2024-01-05T05:03:40ZengFrontiers Media S.A.Frontiers in Education2504-284X2024-01-01810.3389/feduc.2023.12906301290630Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in UgandaMorris Ndeezi0Gloria A. Pedersen1Benjamin Alipanga2Ibrahim Luberenga3Brandon A. Kohrt4Roscoe Kasujja5Department of Mental Health, Makerere University, Kampala, UgandaCenter for Global Mental Health Equity, Department of Psychiatry, George Washington University, Washington, DC, United StatesDepartment of Mental helath, Makerere University, Kampala, UgandaMichigan State University, East Lansing, MI, United StatesCenter for Global Mental Health Equity, Department of Psychiatry, George Washington University, Washington, DC, United StatesDepartment of Mental helath, Makerere University, Kampala, UgandaIntroductionCompetency-based training has gained prominence in clinical psychology education, emphasizing practical skills acquisition. The EQUIP competency-based approach, recognized for its effectiveness in in-service training, raises questions about its feasibility and utility in pre-service education.MethodsFaculty and supervisors were trained in and applied EQUIP competency-based assessment and techniques with current graduate students. A cohort comprising 15 graduate students, 12 faculty members, and supervisors from Butabika National Referral Mental Health and Teaching Hospital participated in focus group discussion and key informant interviews. Qualitative data was collected from 1st August 2022 to 4th August 2022. Thematic analysis identified three central themes.FindingsThe first theme reveals participants’ recognition of EQUIP’s feasibility in standardizing competence levels and addressing curriculum gaps. An extended training period, approximately 15 h, was identified as crucial to enhance educators’ and supervisors’ confidence in implementing the approach. The second theme emphasizes the pivotal role of role-play in competency-based training, transforming initial apprehension into constructive learning. Lastly, feedback emerged as a crucial component, with participants highlighting its role in fostering self-assuredness and refining skills.ConclusionThe study emphasizes the importance of robust training in competency-based methodologies. The EQUIP approach’s potential in clinical psychology education is evidenced by its alignment with research outcomes. Beyond this, the study advocates for longitudinal research to assess sustained engagement with EQUIP resources and their long-term impact. This research not only advances the discourse on competency-based training but also sets the stage for continuous improvements in clinical psychology education.https://www.frontiersin.org/articles/10.3389/feduc.2023.1290630/fullcompetency-based trainingrole-playfeedbackcompetenceclinical psychologyEQUIP |
| spellingShingle | Morris Ndeezi Gloria A. Pedersen Benjamin Alipanga Ibrahim Luberenga Brandon A. Kohrt Roscoe Kasujja Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in Uganda Frontiers in Education competency-based training role-play feedback competence clinical psychology EQUIP |
| title | Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in Uganda |
| title_full | Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in Uganda |
| title_fullStr | Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in Uganda |
| title_full_unstemmed | Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in Uganda |
| title_short | Integrating EQUIP competency-based training into a university curriculum: a qualitative inquiry with students and faculty at Makerere University in Uganda |
| title_sort | integrating equip competency based training into a university curriculum a qualitative inquiry with students and faculty at makerere university in uganda |
| topic | competency-based training role-play feedback competence clinical psychology EQUIP |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1290630/full |
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