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An anatomy of CBT training: trainees’ endorsements of elements, sources and modalities of learning during a postgraduate CBT training course

Published online by Cambridge University Press:  18 October 2013

Sarah G. Rakovshik  and
Freda McManus
Sarah G. Rakovshik*
Affiliation:
Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK Oxford Cognitive Therapy Centre, Warneford Hospital, Oxford, UK
Freda McManus
Affiliation:
Department of Psychiatry, University of Oxford, Warneford Hospital, Oxford, UK Oxford Cognitive Therapy Centre, Warneford Hospital, Oxford, UK
*
*Author for correspondence: S. G. Rakovshik, Oxford Cognitive Therapy Centre, Warneford Hospital, Oxford OX3 7JX, UK (email: rakovsh@post.harvard.edu)
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Abstract

This study examines trainees’ evaluations of a postgraduate CBT training course to determine which aspects are perceived as having the greatest effect on competence. A course evaluation was completed by three cohorts (n = 73) of a yearlong master's-level CBT training course, and statistical comparisons were conducted to examine the perceived impact of discrete aspects of training. There were significant differences between endorsements of the impact of various aspects of the learning experience. Overall, supervision was perceived to have a greater influence on trainees’ competence than clinical instruction. Interactions with trainers were given the highest rating, followed by learning from personal reflection and peer interactions. The varied aspects of extensive CBT training were perceived by students to be differentially effective in enhancing CBT skills. Supervision was perceived to have the strongest impact on competence, and trainees’ own reflections on their practice in preparation for supervision perceived as an important contributor to supervision's efficacy. The relatively low rating of peer-related learning suggests acceptability for distance training (e.g. internet-based), which excludes peer interaction found in traditional training. Due to limitations inherent in study design, only tentative conclusions can be offered. Further research involving more rigorous hypothesis testing is recommended.

Keywords

CBTdisseminationsupervisiontraining
Type
Education and supervision
Information
the Cognitive Behaviour Therapist , Volume 6 , 2013 , e11
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2013 

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