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Background <p>With the innovations in the training of psychotherapists, the focus is shifting to practical teaching formats. Deliberate practice (DP) is considered a&#xa0;promising approach to acquiring psychotherapeutic skills but so far it has hardly been systematically integrated into university teaching and evaluated.</p> Objective <p>The study evaluated the extent to which the implementation of DP in two courses of the master’s program in Clinical Psychology and Psychotherapy at the University of Bamberg was successful and what effect an educational workshop had on attitudes to DP (deliberate practice attitudes, DPA) and declarative knowledge (deliberate practice knowledge, DPK).</p> Material and methods <p>In study&#xa0;1 qualitative interviews were conducted with 6&#xa0;students from the first cohort (winter semester 2022/2023) and evaluated using qualitative content structured analysis. Study&#xa0;2 used a&#xa0;pre-post survey with 10&#xa0;students from the second cohort (winter semester 2023/2024) to assess DPA and DPK before and after the workshop.</p> Results <p>Students perceived DP as a&#xa0;helpful but challenging learning format. At the same time the potential for improvement in structuring and expert feedback was mentioned. The workshop led to a&#xa0;significant improvement in DPA (<i>p</i> = 0.02; <i>r</i><sub>rb</sub> = 0.89) but not to an increase in DPK.</p> Discussion <p>Deliberate practice was subjectively estimated by the students as very helpful for the acquisition of practical skills. The students saw potential for improvement in didactic guidance, emotional support and structuring of the learning process. A&#xa0;framework concept with instructions, support and information as well as opportunities for self-organization, could address this potential.</p>

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Implementierung von Deliberate Practice in die universitäre Psychotherapieausbildung

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年2月2日

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  • Stefan Blümel,
  • Yolanda Hösch,
  • Sabine Steins-Loeber

摘要

Background

With the innovations in the training of psychotherapists, the focus is shifting to practical teaching formats. Deliberate practice (DP) is considered a promising approach to acquiring psychotherapeutic skills but so far it has hardly been systematically integrated into university teaching and evaluated.

Objective

The study evaluated the extent to which the implementation of DP in two courses of the master’s program in Clinical Psychology and Psychotherapy at the University of Bamberg was successful and what effect an educational workshop had on attitudes to DP (deliberate practice attitudes, DPA) and declarative knowledge (deliberate practice knowledge, DPK).

Material and methods

In study 1 qualitative interviews were conducted with 6 students from the first cohort (winter semester 2022/2023) and evaluated using qualitative content structured analysis. Study 2 used a pre-post survey with 10 students from the second cohort (winter semester 2023/2024) to assess DPA and DPK before and after the workshop.

Results

Students perceived DP as a helpful but challenging learning format. At the same time the potential for improvement in structuring and expert feedback was mentioned. The workshop led to a significant improvement in DPA (p = 0.02; rrb = 0.89) but not to an increase in DPK.

Discussion

Deliberate practice was subjectively estimated by the students as very helpful for the acquisition of practical skills. The students saw potential for improvement in didactic guidance, emotional support and structuring of the learning process. A framework concept with instructions, support and information as well as opportunities for self-organization, could address this potential.