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Evaluating the diagnostic interview: obstacles and future directions

D A Smelson1, M E Kordon, B Rudolph

  • 1Veterans Administration Medical Center, Department of Psychology (116B), East Orange, NJ 07018-1095, USA.

Journal of Clinical Psychology
|August 1, 1997
PubMed
Summary
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Evaluating the diagnostic interview in clinical psychology training needs more objective measures. This review addresses obstacles in assessing student interview skills and suggests future improvements.

Area of Science:

  • Clinical Psychology
  • Psychological Assessment
  • Graduate Education

Background:

  • The diagnostic interview is central to clinical psychology practice and graduate training.
  • Current training often lacks objective methods for evaluating student interview skills.
  • There is a need to improve the assessment of diagnostic interview proficiency.

Purpose of the Study:

  • To review current methods for evaluating the diagnostic interview in psychology training.
  • To identify challenges in accurately assessing student interview skills.
  • To propose recommendations and future directions for improving assessment.

Main Methods:

  • Literature review of existing evaluation methods for diagnostic interviews in psychology.
  • Analysis of obstacles hindering accurate assessment of student proficiency.

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  • Synthesis of recommendations for enhanced evaluation.

    • Main Results:

    • Current evaluation methods for diagnostic interviews in psychology training are often subjective.
    • Key obstacles include lack of standardized criteria and rater variability.
    • Limited focus on objective skill performance evaluation is prevalent.

    Conclusions:

    • There is a critical need for more objective and standardized methods to evaluate diagnostic interview skills in psychology trainees.
    • Addressing identified obstacles can enhance the quality of training and assessment.
    • Future research should focus on developing and validating reliable assessment tools.