Internship training: Do models really matter?

uring the past 50 years, a number of models of training (scientist-practitioner, practitioner-scholar, inical scientist) have been developed. This study examined how these models are conceptualized and iplemented at internship and postdoctoral training programs. Surveying 248 internship programs (42% ponse rate), the authors found that the model name (i.e., scientist-practitioner) was not related to how grams were conceptualized or how their training was implemented, raising questions about accredion requirements. Implications for training sites and the American Psychological Association Comee on Accreditation are explored.