Clinical psychology graduate students: Lessons learned from a sudden transition to online education

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dc.contributor.authorAafjes-van Doorn, Katie
dc.contributor.authorBékés
dc.contributor.authorBékés, Vera
dc.contributor.authorZweig, Richard A.
dc.contributor.orcid0000-0003-2584-5897en_US
dc.date.accessioned2023-11-03T14:53:18Z
dc.date.available2023-11-03T14:53:18Z
dc.date.issued2022
dc.descriptionScholarly articleen_US
dc.description.abstractThe coronavirus disease (COVID-19) pandemic necessitated a rapid transition to online instruction, yet data as to the effectiveness of online training for doctoral psychology trainees are sparse. We surveyed clinical psychology students (N = 152) regarding their experiences of synchronous online education during the pandemic, with a focus upon factors related to perceived quality, effectiveness, and future preferences. Many students transitioned to both online didactic learning and to online supervision and clinical service delivery. Behavioral engagement with online instruction was associated with students’ perceptions of the quality and effectiveness of their online education experience, and these were related to their future preferences. A more positive transition to online clinical service delivery was associated with favorable perceptions of the effectiveness of online education. Findings suggest that students’ behavioral engagement in online education plays a pivotal role in the perceived quality of their online educational experience. Findings have implications for students and instructors that may augment online education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)en_US
dc.description.sponsorshipThe authors report no conflicts of interest. No financial interest or benefit has arisen from the direct applications of this research. This study was not supported by grant funding or otherwiseen_US
dc.identifier.citationAa es-van Doorn, K, Bekes, V., & Zweig, R. (2022). Clinical psychology graduate students: Lessons learned from a sudden transition to online education. Scholarship of Teaching and Learning in Psychology, 8(4), 279-294. http://dx.doi.org/10.1037/stl0000317en_US
dc.identifier.doihttp://dx.doi.org/10.1037/stl0000317en_US
dc.identifier.issn2332-2101 (Print) 2332-211X (Electronic)
dc.identifier.urihttps://ezproxy.yu.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pdh&AN=2022-58773-001&site=eds-live&scope=siteen_US
dc.identifier.urihttps://hdl.handle.net/20.500.12202/9434
dc.language.isoen_USen_US
dc.publisherEducational Publishing Foundationen_US
dc.relation.ispartofseriesScholarship of Teaching and Learning in Psychology;8(4)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectclinical psychology graduate trainingen_US
dc.subjectdistance educationen_US
dc.subjectonline educationen_US
dc.subjecteducational qualityen_US
dc.subjectvirtual classroomsen_US
dc.subjectOnline Educational and Therapy Experiences Surveyen_US
dc.subjectEmpirical Studyen_US
dc.subjectQuantitative Studyen_US
dc.titleClinical psychology graduate students: Lessons learned from a sudden transition to online educationen_US
dc.typeArticleen_US
local.yu.facultypagehttps://www.yu.edu/faculty/pages/aafjes-van-doorn-katieen_US

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