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Record identifier : 569557
Personal Name - Primary Intelectual Responsibility : Heetderks, Jennifer
Title and statement of responsibility : MFT educators' use and opinions regarding assessment methods for MFT Core Competencies [Thesis]
Publication, Distribution,Etc. : Alliant International University, San Diego, 2008
Language of the Item : eng
Dissertation of thesis details and type of degree : Psy.D
Body granting the degree : , Alliant International University, San Diego
Summary or Abstract : In response to national concern over the state of healthcare in the U.S. AAMFT codified 128 core competencies that identify the requisite knowledge, skills, and abilities necessary to be an independently practicing clinician. This entry into competency development represents a shift in MFT education that requires identifying accurate assessment methods that measure outcomes and competencies. This study is the first of its kind in researching which assessment methods are currently being used by MFT educators, which represent best practices to assess the Core Competencies, and what is preventing MFT educators from utilizing best practice methods. This information will be used to develop curriculum and assessment methods that reflect the Core Competencies.Faculty members in an educational program in the United States leading towards MFT licensure were invited via email to fill out a survey asking them which assessment methods they are currently using, which they believe to represent best practices, and what prevents them from utilizing a best practice assessment method. Seventy-seven MFT educators responded, with 55 respondents filling out the survey accurately and completely. The results demonstrated that there is considerable consistency between the methods MFT educators reported using and those they suggested as best practices. Of the 10 assessment methods, direct observation, supervisor rating, vignettes, and role-play were the methods currently being used and suggested as best practices with the most frequency. Portfolio, OSCE, and client survey were the methods currently being used and suggested as best practices with the least frequency. MFT educators in this study reported using and recommending multiple methods as best practices. The majority of respondents reported no discrepancy between the methods they currently use and those they recommended as best practices. When a discrepancy did exist, the most frequently cited reasons were lack of time, lack of faculty and/or program support, and lack of physical resources..
Topical Name Used as Subject : School counseling
: Clinical psychology
Information of biblio record : TL
 
 
 
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