Unit rationale, description and aim
Clinical psychologists are trained to engage in evidence-based practice, where they utilise empirically supported assessments and interventions to treat complex psychological disorders across the lifespan. Consequently, effectiveness in evidence-based practice requires clinical psychologists to be able to critically evaluate current research and inform their practice from the findings of relevant research. Clinical psychologists need to apply research methodologies in their practice for program evaluation and to effectively monitor their clients’ progress in order to develop individually tailored (or client-centered) treatments. The knowledge and skills to critically evaluate the methodology and statistical approaches used in published research are central to effective practice. This unit is designed to refresh practicing psychologists in research skills relevant to clinical practice so that they can operate consistently with the scientist-practitioner model of evidence-based practice. This unit will examine a variety of methodological approaches to research relevant to clinical practice. Both qualitative and quantitative research methods will be covered including systematic reviews, meta-analyses, single-case designs, and methods to effectively evaluate service delivery. The aim of this unit is to provide students with research and analytic knowledge and skills to support their own clinical research projects, as well as to provide skills to support ethical and evidence-based practice in their careers as clinical psychologists.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
| Learning Outcome Number | Learning Outcome Description | Relevant Graduate Capabilities |
|---|---|---|
| LO1 | Critically evaluate evidence from published research to inform selection of evidence-based assessment and intervention strategies relevant to a range of clinical problems in culturally diverse clients, in line with the scientist-practitioner model. | GC1, GC2, GC3, GC5, GC7, GC8, GC9, GC11, GC12 |
| LO2 | Apply the scientist-practitioner model to integrate clinical research with clinical practice in order to critically evaluate therapeutic progress and outcomes. | GC1, GC2, GC3, GC7, GC8, GC9, GC11, GC12 |
| LO3 | Evaluate and apply research design knowledge and skills to develop studies, including both large and small N designs, in order to test hypotheses regarding the efficacy of interventions and therapeutic programs. | GC1, GC2, GC3, GC7, GC8, GC9, GC11 |
Content
Topics will include:
- The scientist-practitioner model and evidence-based practice
- Finding, understanding, collating and critiquing published empirical research findings relevant to psychological interventions
- Using research to inform delivery of assessment and interventions, including generating evidence to evaluate practices
- Generating hypotheses and designing studies, including both large and small N designs, to test hypotheses regarding the efficacy of interventions and therapeutic programs
- Using qualitative and quantitative methods and appropriate statistical analyses and interpretation in clinical research
- Ethics and cultural factors in clinical research
Assessment strategy and rationale
The assessment strategy for this unit allows students to demonstrate their acquisition of knowledge, as well as the application of that knowledge. In order to best enable students to demonstrate unit learning outcomes and develop graduate attributes, standards-based assessment is utilised, consistent with University assessment requirements. The first assignment will allow students to demonstrate skills in systematic searching of research literature, in applying evidence to clinical practice, and in evaluating outcomes using culturally appropriate psychological measures. This assessment will also develop and assess students' skills in the oral communication of information. The ability to critically evaluate existing literature and apply this evidence to clinical practice will be assessed through the second assignment. Students must pass both assessment tasks to pass the unit as it is critical that students demonstrate an appropriate level of knowledge and skills related to evidence-based practice to support their work with clients. Failure in either of these tasks is likely to translate to an unacceptable level of risk to clients and contravene accreditation standards. The assessment tasks are designed to evaluate students’ competencies in integrating, interpreting and synthesizing information from clinical research with knowledge about psychopathologies to inform decisions around interventions and evaluations of therapeutic outcomes.
Overview of assessments
| Brief Description of Kind and Purpose of Assessment Tasks | Weighting | Learning Outcomes |
|---|---|---|
Assessment Task 1 - Recorded Presentation The purpose of this assignment is to develop and assess skills in critically analysing published research and evaluating clinical practice. | 50% | LO1, LO2, LO3 |
Assessment Task 2 - Research Proposal The purpose of this assignment is to develop and assess skills in applying research skills to a clinical context. | 50% | LO2, LO3 |
Learning and teaching strategy and rationale
Postgraduate students in psychology are expected to be independent learners; this is reflected in an approach which puts students at the centre of their learning. This unit therefore uses an active learning approach presented through asynchronous activities such as discussion forums where students interact with peers and engage with online modules and readings via the online learning platform. This unit involves a minimum of 150 hours of self-study, learning activities and assessments. Students will be expected to take responsibility for their learning and to participate actively within online activities. The learning and teaching strategy includes case-based learning, group activities, and reflective/critical thinking activities. This strategy will provide students with appropriate access to the required knowledge and understanding of unit content, and opportunities for development of competency in evaluating and designing research. Web-based learning allows for further self-directed learning of additional content. Active learning opportunities provide students with opportunities to explore knowledge essential to clinical psychology, and to practice and apply the skills taught in this unit. Collaboration with peers in the online environment will support students in considering, discussing and debating the content of the unit. Students are encouraged to contribute to asynchronous discussion and to bring their own examples to demonstrate understanding and application, and to engage constructively with peers. Students receive regular and timely feedback on their learning, which includes information on their progress.
Representative texts and references
American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.).
Australian Psychological Society (2018). Evidence-based Psychological Intervention in the Treatment of Mental Disorders. A review of the Literature.
Barker, C., Pistrang, N., & Elliot, R. (2016). Research Methods in Clinical Psychology: An Introduction for Students and Practitioners (3rd Ed). (Chapters 2, 3, 4, 9, 11). John Wiley & Sons
Higgins, J. P., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., & Welch, V. A. (Eds.). (2019). Cochrane handbook for systematic reviews of interventions . John Wiley & Sons.
Mewburn, I., Firth, K., & Lehmann, S. (2019). How to fix your academic writing trouble . Open University Press.
Sternberg, R. J., & Sternberg, K. (2016). The psychologist’s companion: A guide to professional success for students, teachers and researchers. (6th ed.). Cambridge University Press.