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Background <p>With the reform of psychotherapy training under the Approbation Regulation for Psychotherapists (PsychThApprO&#xa0;<CitationRef CitationID="CR1">2024</CitationRef>), the psychotherapy practicum (professional qualification activity III, BQT&#xa0;III) was introduced as a&#xa0;practice-oriented component with direct patient contact during the master’s program in clinical psychology.</p> Objective <p>This study examines how early practical experience is reflected in students’ subjective experience of competence.</p> Methods <p>This study investigates changes in the subjective experience of competence among students in a&#xa0;masterʼs degree course in psychology (<i>N</i> = 61). A&#xa0;self-developed questionnaire on therapeutic self-efficacy assessed various competences as well as perceived competence compared to fellow students in a&#xa0;pre-post design. Additionally, participants reported which BQT&#xa0;III teaching elements they attributed the perceived changes to.</p> Results <p>The overall mean score across all items (Cohens&#xa0;d = 0.92) and the perceived competence compared to peers (Cohens&#xa0;d = 0.38) significantly increased in the pre-post comparison. Particularly pronounced subjectively reported competence gains were observed in writing reports, assessing suicidality, conducting psychopathological assessments and independently carrying out interventions. Students primarily attributed their subjectively reported competence gains to the outpatient setting of BQT&#xa0;III.</p> Conclusion <p>The findings suggest that involvement in contact with real patients is associated with a&#xa0;higher level of subjectively experienced competence acquisition. They highlight the importance of closely supervised co-therapeutic work with patients but also point to a&#xa0;potential overestimation of one’s own abilities. Despite limitations (self-report, lack of control group), the results offer valuable implications for improving teaching, for example through standardized, objective feedback methods.</p>

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Klinisch-therapeutische Kompetenzen im Studium

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月29日

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  • Z. Rensing,
  • M. Cordes,
  • K. Roesmann,
  • J. A. Rubel,
  • M. I. Hehlmann

摘要

Background

With the reform of psychotherapy training under the Approbation Regulation for Psychotherapists (PsychThApprO 2024), the psychotherapy practicum (professional qualification activity III, BQT III) was introduced as a practice-oriented component with direct patient contact during the master’s program in clinical psychology.

Objective

This study examines how early practical experience is reflected in students’ subjective experience of competence.

Methods

This study investigates changes in the subjective experience of competence among students in a masterʼs degree course in psychology (N = 61). A self-developed questionnaire on therapeutic self-efficacy assessed various competences as well as perceived competence compared to fellow students in a pre-post design. Additionally, participants reported which BQT III teaching elements they attributed the perceived changes to.

Results

The overall mean score across all items (Cohens d = 0.92) and the perceived competence compared to peers (Cohens d = 0.38) significantly increased in the pre-post comparison. Particularly pronounced subjectively reported competence gains were observed in writing reports, assessing suicidality, conducting psychopathological assessments and independently carrying out interventions. Students primarily attributed their subjectively reported competence gains to the outpatient setting of BQT III.

Conclusion

The findings suggest that involvement in contact with real patients is associated with a higher level of subjectively experienced competence acquisition. They highlight the importance of closely supervised co-therapeutic work with patients but also point to a potential overestimation of one’s own abilities. Despite limitations (self-report, lack of control group), the results offer valuable implications for improving teaching, for example through standardized, objective feedback methods.