Scholarlink

<p>Demonstration videos are an innovative method for teaching approach-specific techniques. This randomised-controlled study examines the impact of approach-specific demonstration videos on students’ practical skills. Undergraduate psychology students (<i>N</i> = 123) received approach-specific instructional texts and were then randomised into one of four groups in preparation for a standardised simulation. In two intervention groups (IGs), students watched a video on either psychodynamic or systemic techniques, whereas the control groups (CGs) reviewed the respective instructional text again. In the real-life simulation with a standardised patient, trained psychologists rated approach-specific techniques using behavioural anchors. Students in the systemic IG performed significantly better in systemic techniques (<i>M</i> = 3.91) than those in the systemic CG (<i>M</i> = 3.11), <i>p</i> &lt; .001, <i>d</i> = 1.03. There was no significant difference in the implementation of psychodynamic techniques between the psychodynamic IG (<i>M</i> = 3.22) and CG (<i>M</i> = 3.41), <i>p</i> = .477, <i>d</i> = − 0.19. These findings indicate that students can practically implement techniques from demonstration videos. Videos requiring a more comprehensive theoretical background and insight into psychotherapists’ thought processes might be less beneficial for undergraduate students. Further studies are necessary to explore the long-term development of skills through demonstration videos.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Demonstration videos of psychodynamic and systemic techniques in clinical psychology education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月6日

查看全文
  • Christin Hannse Reinhardt,
  • Christoph Kröger

摘要

Demonstration videos are an innovative method for teaching approach-specific techniques. This randomised-controlled study examines the impact of approach-specific demonstration videos on students’ practical skills. Undergraduate psychology students (N = 123) received approach-specific instructional texts and were then randomised into one of four groups in preparation for a standardised simulation. In two intervention groups (IGs), students watched a video on either psychodynamic or systemic techniques, whereas the control groups (CGs) reviewed the respective instructional text again. In the real-life simulation with a standardised patient, trained psychologists rated approach-specific techniques using behavioural anchors. Students in the systemic IG performed significantly better in systemic techniques (M = 3.91) than those in the systemic CG (M = 3.11), p < .001, d = 1.03. There was no significant difference in the implementation of psychodynamic techniques between the psychodynamic IG (M = 3.22) and CG (M = 3.41), p = .477, d = − 0.19. These findings indicate that students can practically implement techniques from demonstration videos. Videos requiring a more comprehensive theoretical background and insight into psychotherapists’ thought processes might be less beneficial for undergraduate students. Further studies are necessary to explore the long-term development of skills through demonstration videos.