Browse by author
Lookup NU author(s): Professor Mark Freeston
Full text for this publication is not currently held within this repository. Alternative links are provided below where available.
Background: Postgraduate courses on cognitive-behavioural therapy (CBT) assess various competencies using essays, case studies and audiotapes or videotapes of clinical work. Aims: To evaluate how reliably a well-established postgraduate course assesses CBT competencies. Method: Data were collected on two cohorts of trainees (n=52). Two examiners marked trainees on: (a) two videotapes of clinical practice; (b) two case studies; and (c) three essays. Results: Essay examinations were more reliable than case studies, which in turn were more reliable than videotaped assessments. The reliability of the latter two assessments was considerably lower than that commonly expected of high-stakes examinations. To assess reliably standard CBT competencies, postgraduate courses would need to examine about 5 essays, 12 case studies and 19 videotapes. Conclusions: Reliable assessment of standard competencies is complex and resource intensive. There would need to be a marked increase in the number of samples of clinical work assessed to be able to make reliable judgements about proficiency.
Author(s): Keen AJA, Freeston MH
Publication type: Article
Publication status: Published
Journal: British Journal of Psychiatry
ISSN (print): 0007-1250
ISSN (electronic): 1472-1465
Publisher: Royal College of Psychiatrists
Altmetrics provided by Altmetric