TY - JOUR A1 - Ay-Bryson, Destina Sevde A1 - Weck, Florian A1 - Heinze, Peter Eric A1 - Lang, Thomas A1 - Kühne, Franziska T1 - Can psychotherapy trainees distinguish standardized patients from real patients? T1 - Können Psychotherapeut*innen in Ausbildung standardisierte Patient*innen von realen Patient*innen unterscheiden? BT - a pilot study BT - Ergebnisse einer Pilotstudie JF - Zeitschrift für Klinische Psychologie und Psychotherapie N2 - Background: Under the new psychotherapy law in Germany, standardized patients (SPs) are to become a standard component inpsychotherapy training, even though little is known about their authenticity.Objective:The present pilot study explored whether, followingan exhaustive two-day SP training, psychotherapy trainees can distinguish SPs from real patients. Methods: Twenty-eight psychotherapytrainees (M= 28.54 years of age,SD= 3.19) participated as blind raters. They evaluated six video-recorded therapy segments of trained SPsand real patients using the Authenticity of Patient Demonstrations Scale. Results: The authenticity scores of real patients and SPs did notdiffer (p= .43). The descriptive results indicated that the highest score of authenticity was given to an SP. Further, the real patients did notdiffer significantly from the SPs concerning perceived impairment (p= .33) and the likelihood of being a real patient (p= .52). Conclusions: The current results suggest that psychotherapy trainees were unable to distinguish the SPs from real patients. We therefore stronglyrecommend incorporating training SPs before application. Limitations and future research directions are discussed. N2 - Theoretischer Hintergrund: Mit dem neu eingeführten Direktstudium für zukünftige Psychotherapeut_innen (PiA) wirdder Einsatz von standardisierten Patient_innen (SP) in der Lehre zunehmen, obwohl die Authentizität der Rollendarstellungen durch SPempirisch bislang kaum untersucht wurde. Ziel der vorliegenden Studie war es daher zu untersuchen, ob SP trainiert werden können, dassPsychotherapeut_innen in Ausbildung (PiA) SP von realen Patient_innen nicht unterscheiden können. Methode: Insgesamt nahmen 28 PiA(M= 28.54 Jahre,SD= 3.19) als verblindete Rater teil. Sie haben sechs Therapiesitzungen von trainierten SP und realen Patient_innen mitder Skala Authentizität von Patientendarstellungen bewertet. Ergebnisse: Die Authentizitätswerte von SP unterschieden sich nicht signifi-kant von realen Patient_innen (p= .43). Deskriptive Ergebnisse legen nahe, dass ein SP im Schnitt am authentischsten bewertet wurde.Darüber hinaus unterschieden sich SP und reale Patient_innen nicht hinsichtlich der wahrgenommenen Beeinträchtigung (p= .33) sowie derWahrscheinlichkeit, als reale/r Patient_in bewertet zu werden (p= .52). Fazit: Die vorliegenden Ergebnisse legen nahe, dass PiA SP vonrealen Patient_innen nicht unterscheiden konnten. Daher legen wir ein ausführliches Training der SP nahe, bevor sie für Studium und Lehreeingesetzt werden. Die Limitationen sowie zukünftige Forschungsideen werden diskutiert. KW - evidence-based training KW - learning KW - simulated patients KW - simulation-based KW - education KW - therapist competence KW - evidenzbasiertes Training KW - Lernen KW - Simulationspatient_innen KW - simulationsbasierte Lehre KW - therapeutische KW - Kompetenz Y1 - 2020 U6 - https://doi.org/10.1026/1616-3443/a000594 SN - 1616-3443 SN - 2190-6297 VL - 49 IS - 3 SP - 182 EP - 190 PB - Hogrefe CY - Göttingen ER - TY - JOUR A1 - Kühne, Franziska A1 - Heinze, Peter Eric A1 - Weck, Florian T1 - Standardized patients in psychotherapy training and clinical supervision BT - study protocol for a randomized controlled trial JF - Trials N2 - Background Psychotherapy is highly effective and widely acknowledged for treating various mental disorders. Nevertheless, in terms of methods for teaching effective psychotherapeutic approaches and competencies, there has been a lack of investigation. Training and supervision are the main strategies for teaching therapist competencies, and standardized role-plays with simulated patients (i.e., trained individuals playing someone with a mental disorder) seem useful for evaluating training approaches. In medical education, this procedure is now internationally established. However, so far, little use has been made of standardized role-playing to evaluate training and supervision in the area of clinical psychology and psychotherapy. Methods In this study, standardized role-plays are used to evaluate methods for training and supervision. Central cognitive behavioral approaches for treating depression are taught in the training. The first experiment compares an active training approach (i.e., model learning) with a passive one (i.e., reading manual-based instructions). The second experiment compares a direct supervision technique (i.e., supervision based on video analysis) with an indirect one (i.e., supervision based on verbal reporting). In each experiment, 68 bachelor’s and master’s students of psychology will be randomly assigned to the experimental and control groups. Each student takes part in three role-plays (baseline, post and 3-month follow-up), which are all videotaped. Two independent raters assess therapist competencies in each role-play on the basis of a standardized competence scale. Discussion The research project aims to contribute to the development of specific training and supervision methods in order to improve psychotherapy training and patient care. KW - Clinical psychology KW - Education KW - Psychotherapeutic competencies KW - Psychotherapy research KW - Role-playing KW - Simulated patients KW - Standardized patients KW - Randomized controlled trial Y1 - 2020 U6 - https://doi.org/10.1186/s13063-020-4172-z SN - 1745-6215 VL - 21 PB - BioMed Central CY - London ER - TY - JOUR A1 - Kühne, Franziska A1 - Heinze, Peter Eric A1 - Weck, Florian T1 - What do laypersons believe characterises a competent psychotherapist? JF - Counselling and psychotherapy research N2 - Aim Although research and clinical definitions of psychotherapeutic competence have been proposed, less is known about the layperson perspective. The aim was to explore the views of individuals with different levels of psychotherapy experience regarding what-in their views-constitutes a competent therapist. Method In an online survey, 375 persons (64% female, mean age 33.24 years) with no experience, with professional experience, or with personal pre-experience with psychotherapy participated. To provide low-threshold questions, we first presented two qualitative items (i.e. "In your opinion, what makes a good/competent psychotherapist?"; "How do you recognize that a psychotherapist is not competent?") and analysed them using inductive content analysis techniques (Mayring, 2014). Then, we gave participants a 16-item questionnaire including items from previous surveys and from the literature and analysed them descriptively. Results Work-relatedprinciples, professionalism, personalitycharacteristics, caringcommunication, empathy and understandingwere important categories of competence. Concerning the quantitative questions, most participants agreed with items indicating that a therapist should be open, listen well, show empathy and behave responsibly. Conclusion Investigating layperson perspectives suggested that effective and professional interpersonal behaviour of therapists plays a central role in the public's perception of psychotherapy. KW - client preferences KW - expectancies KW - psychotherapeutic competencies KW - psychotherapy process KW - public involvement Y1 - 2020 U6 - https://doi.org/10.1002/capr.12343 SN - 1473-3145 SN - 1746-1405 VL - 21 IS - 3 SP - 660 EP - 671 PB - Wiley CY - Hoboken ER -