In a clinical psychology training context, there is a need to examine students’ theoretical knowledge as well as their professional competence. One promising method to assess students’ professional competence is the Objective and Structured Clinical Examination (OSCE). In this report, we describe and discuss the implementation of OSCE on a clinical psychology programme at a university in Sweden, including lesson learned regarding the structure and content for this examination. We also report on preliminary results, in which we explored students’ perceived competence and worries, and their supervisors’ reports regarding their clinical practicum, in relation to a new curriculum that includes more simulation-based elements (including the OSCE) than the old curriculum. Results showed that students on the new curriculum reported lower levels of perceived competence before the clinical practicum, but increased significantly more over time in comparison to students on the old curriculum. These results are discussed in relation to the potential role of OSCE in clinical psychology students’ development of professional competence. Due to methodological limitations, these results should be interpreted with caution and should be viewed as exploratory. All in all, this report can be viewed as a guideline for implementation of OSCE on similar programmes in psychology.

中文翻译：

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在临床心理学课程中实施基于模拟的元素的经验教训和初步结果

在临床心理学培训背景下，需要检查学生的理论知识以及他们的专业能力。评估学生专业能力的一种有前途的方法是客观和结构化临床考试（OSCE）。在本报告中，我们描述并讨论了欧安组织在瑞典一所大学的临床心理学项目中的实施情况，包括有关该考试结构和内容的经验教训。我们还报告了初步结果，其中我们探讨了学生的感知能力和担忧，以及他们的主管关于他们的临床实习的报告，与新课程相关，其中包括比旧课程更多的基于模拟的元素（包括欧安组织） . 结果表明，与旧课程的学生相比，新课程的学生在临床实习之前报告的感知能力水平较低，但随着时间的推移显着增加。这些结果与欧安组织在临床心理学学生专业能力发展中的潜在作用进行了讨论。由于方法学的限制，这些结果应谨慎解释，并应被视为探索性的。总而言之，这份报告可以被视为欧安组织在类似的心理学项目上实施的指南。这些结果与欧安组织在临床心理学学生专业能力发展中的潜在作用进行了讨论。由于方法学的限制，这些结果应谨慎解释，并应被视为探索性的。总而言之，这份报告可以被视为欧安组织在类似的心理学项目上实施的指南。这些结果与欧安组织在临床心理学学生专业能力发展中的潜在作用进行了讨论。由于方法学的限制，这些结果应谨慎解释，并应被视为探索性的。总而言之，这份报告可以被视为欧安组织在类似的心理学项目上实施的指南。