Applying the Cube Model to Pediatric Psychology: Development of Research Competency Skills at the Doctoral Level

Madan‐Swain, Avi; Hankins, Shirley L; Gilliam, Margaux B.; Ross, Kelly; Reynolds, Nina; Milby, Jesse B.; Schwebel, David C.

doi:10.1093/jpepsy/jsr096

Cited by 14 publications

(16 citation statements)

References 23 publications

(43 reference statements)

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“…Our thoughts above represent one potential example for how more general programs (whether ''general clinical child'' programs like the KU CCPP or ''true generalist'' programs) that train pediatric psychologists could use the Task Force Guidelines within existing competency assessment structures. Specifically, training programs may find that the specialized competencies for pediatric psychology may be one of many examples of options for students to demonstrate specialized competency (e.g., APA Division 38: Health Psychology, Madan-Swain et al, 2012) while simultaneously meeting the expectations of the overarching program training model. This view would allow students with pediatric psychology aspirations to use the Task Force's behavioral anchors and competencies as demonstration of the broader competencies required by more general programs; students with other orientations (whether general clinical or clinical child) might use other means of demonstrating required program competencies.…”

Section: Discussionmentioning

confidence: 99%

“…In 2011 the faculty of the CCPP identified a set of 45 professional competencies in 4 domains that indicate entry-level proficiency in Clinical Child Psychology (including the subspecialty of Pediatric Psychology). These competencies were derived from current models in the field at large (HSPEC, 2013;Kaslow, Grus, Campbell, Fouad, Hatcher, & Rodolfa, 2009;Madan-Swain et al, 2012;Rodolfa et al, 2005) and those addressing clinical child psychology in particular (Jackson, Alberts, & Roberts, 2010;Jackson, Wu, Aylward, & Roberts, 2012). Our professional competencies are outlined in Table I alongside the SPP Task Force Competencies.…”

Section: The Middle Bowlmentioning

confidence: 99%

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Commentary: Finding the Middle Bowl: Goldilocks' Lessons on Professional Competencies in Pediatric Psychology

Steele

Borner

Roberts

2014

Journal of Pediatric Psychology

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Section: Discussionmentioning

confidence: 99%

Section: The Middle Bowlmentioning

confidence: 99%

Commentary: Finding the Middle Bowl: Goldilocks' Lessons on Professional Competencies in Pediatric Psychology

Steele

Borner

Roberts

2014

Journal of Pediatric Psychology

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“…Madan-Swain A and some scholars analyzed the doctor's research abilities through the competency model [35]. Wang et al researched the main curriculum of medical colleges based on competency model [36]. Lee TS and some scholars researched the application of the competency model in project implementation and management [37].…”

Section: Researches On Competency Model Of Medical Educationmentioning

confidence: 99%

Research on the Application of Competency Model in Medical and Health Field

Tang¹,

Cheng²

2017

dtssehs

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Abstract. The competency model has become a hot topic in human resource researches, and its research theory and methods have gradually become mature in many fields. In recent years, there have been many applications and researches on the competency model in the field of health care both at home and abroad. This paper summarized and discussed the application of competency model in medical and health field, and classified them mainly into five parts, including researches on the competency model of the nursing staff, researches on the competency model of the clinicians, researches on competency model of public health personnel, researches on competency model of managers in medical institutions, and researches on competency model of medical education. Through the analysis, we could also see that the competency model applied in medical and health field is also popular.

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“…Research training in pediatric psychology takes place in a larger context of skill development that forms the foundation for collaborative research (Drotar, Palermo, & Landis, 2003a, 2003bMadan-Swain et al, 2012). That said, what are the special ingredients of training in collaborative research?…”

Section: Implications For Training Researchers In Collaborative Researchmentioning

confidence: 99%

Reflections on Developing Collaborative Research in Pediatric Psychology: Implications and Future Directions

Drotar

2013

Journal of Pediatric Psychology

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Objectives Collaborative research with pediatric colleagues has become increasingly important in the professional agenda of pediatric psychology, and there is a continuing need to articulate the challenges of such research. To address this need, this article describes types of collaborative research, reasons for collaboration, collaborative process, challenges, and strategies to facilitate collaborative research. Methods Experiences and lessons learned over the course of a career in collaborative research are described. Results Challenges in collaborative research can be overcome by effective strategies of engagement and communication. Useful methods of training researchers in collaborative research include modeling and supervised mentored experiences in research initiated by trainees. Conclusion Data are needed to identify the characteristics of successful collaborative research, strategies to promote effective research, and methods of training and career development.Key words collaborative research; interdisciplinary research; research training. Reflections on Collaborative Research With Pediatric ColleaguesCollaborative research with pediatricians has long been a hallmark of the field of pediatric psychology (Kagan, 1965;Routh, 1982;Wright, 1967) and a topic of continuing interest (Armstrong, 2009;Armstrong & Drotar, 2000;Drotar, 1989Drotar, , 1993Drotar, , 1995. In recent years, the importance of collaborative research that is developed by interdisciplinary and transdisciplinary teams has become increasingly important in science in general (Bennett & Gadlin, 2012; Buscemi, Stegitz, & Spring, 2012;Wuchty, Jones, & Uzzi, 2007), as well as in the field of pediatric psychology, given expanded knowledge and the growth of large collaborative studies (Armstrong, 2009;Armstrong & Reaman, 2005). The increased emphasis on interdisciplinary team science at the National Institutes of Health (NIH) has also heightened the need to understand the process of successful research collaboration (Croyle, 2012;Hall et al., 2012; National Institutes of Health, 2008). Moreover, current trends such as the increased emphasis on collaborative training and service provision, especially in primary care, that are anticipated in the Affordable Care Act (Rozensky & Janicke, 2012) and the growing importance of developing interprofessional competencies in a range of activities (Interprofessional Education Collaborative Expert Panel, 2011) enhance professional focus on collaboration.These trends coupled with the complexity of collaborative research underscore the continuing need to identify and articulate the nature and process of collaborative research, key challenges, potential strategies to manage them, and implications for research in the field of pediatric psychology, including the training of researchers. The purpose of this article is to address this need by describing Context of My Experience in Collaborative ResearchResearch collaboration is defined by content, context, and role. For this reason, it will be helpful for readers to u...

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Applying the Cube Model to Pediatric Psychology: Development of Research Competency Skills at the Doctoral Level

Cited by 14 publications

References 23 publications

Commentary: Finding the Middle Bowl: Goldilocks' Lessons on Professional Competencies in Pediatric Psychology

Commentary: Finding the Middle Bowl: Goldilocks' Lessons on Professional Competencies in Pediatric Psychology

Research on the Application of Competency Model in Medical and Health Field

Reflections on Developing Collaborative Research in Pediatric Psychology: Implications and Future Directions

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