Supervisor perspectives on a fully simulated practicum as a teaching approach in postgraduate psychology training

Objective Simulated learning activities are being increasingly used in psychology training, offering potential benefits over real-world training. This study represents the first known qualitative evaluation of supervisor perspectives on a fully simulated practicum in the first year of a postgraduate professional psychology program. The study aimed to understand supervisors’ perspectives on: (1) a simulated practicum as a teaching modality; (2) students’ competence development through simulated learning activities; and (3) students’ preparation for future clinical work as a result of the simulated practicum.Method Twelve psychologists who provided supervision to students enrolled in a simulated practicum in Australia participated in qualitative interviews, which were then analysed using reflexive thematic analysis.Results Two broad themes were developed. The first theme explored aspects of simulation that either facilitated or inhibited skill development. Supervisors noted that simulation provided a safe and controlled environment where students could develop competencies through a scaffolded and standardised learning process. Conversely, supervisors also questioned the value of skills practice with simulated clients. The second theme centred around the perceived outcomes of the practicum, including increased accessibility for students, and increased competence and preparation for future clinical practice. Participants noted the importance of clear goals being set in the practicum and the role of the supervisor in facilitating learning in a simulated environment.Conclusions The results of the present study suggest that a fully simulated practicum may be an accessible and effective teaching modality for competency development in psychology training programs.