University College London

Assessment (across all three years of the course)

Trainees submit four clinical reports over the three years (Assessment and Transcript reports in Year 1, Service-Related Project report in Year 2 and an Optional Format Report in Year 3). 

Trainees complete a total of four ‘open-book’ examinations (meaning that trainees can refer to lecture notes, textbooks and other information sources). These happen in late May / early June in Year 1 (Paper 1: Theory and application of clinical psychology methods and Paper 2: Research Methods in Clinical Psychology) and Year 2 (Paper 3: Theory and application of clinical psychology methods and Paper 4: Statistics).

Course Structure: Year 1 

TEACHING

First year of teaching starts with a 4 1/2 week Induction block (5 days per week) where trainees learn about the course, our support structures and prepare to start placement. Teaching then takes place on Tuesdays and Thursdays over three terms, when we start covering a range of Units, including Assessment & Formulation, Foundational Concepts, Professional Issues, Intervention (CBT and Psychodynamic in year 1), Neuropsychology and Research Methods.

Our core curriculum priorities across the years are Active Learning and Cultural Humility. Trainees join a range of seminars throughout training with the following starting in year 1: Clinical, Reflective Practice and Identities, Power and Context.

Second and third years attend a masterclass at the end of the autumn term while first years go to a showcase of previous trainees’ research projects.  There is then an end of year conference in June for all years, co-organised with trainees.

PLACEMENT

First year placements tend to be year-long and are generally in Adult Mental Health. We allocate trainees to a range of services from primary care, e.g. Talking Therapies (formerly IAPT) services, to specialist and secondary care services, e.g., inpatient, community mental health teams, Early Intervention for Psychosis. Trainees complete an allocation questionnaire ahead of joining the course telling us their experience prior to training. This helps allocators match trainees’ current level of skills and knowledge to service setting. All placements are considered as 6-month blocks, so trainees will have two mid-placement reviews and two end of placement reviews during these year-long placements.

RESEARCH

The research component is taught in three modules – Research Methods in year one, Statistics in year two, and a Project Support module across all years.

Trainees start thinking about research from their second term.  Below is a rough timetable for research across the first year of training:

• Trainees conduct a Service-Related Project, which is submitted in term one of the second year of training. This is normally undertaken in first year placements and provides the opportunity to learn how quality improvement and service evaluation take place in the NHS.
• In term 2 trainees receive a brochure with a wide range of potential topics for their thesis. There then follows a process by which trainees approach a short list of potential supervisors before finalising their project.
• In term 3 a statement of intent for the research project is submitted and then a research proposal with more details of the project is prepared which is generally signed off in July of first year.

Course Structure: Year 2

TEACHING

In year two, new Units covered include Child – lifespan development, Ageing, , Clinical Health Psychology, Intellectual Disabilities, Statistics as well as a focus on Systemic approaches within Interventions.

Trainees continue attending seminars started in year 1 and in year 2, and they also take part in both Systemic and Psychodynamic seminars.

Second year trainees have teaching on Wednesdays.  On Fridays, teaching is alternated with Study / Research days.

PLACEMENT

The second year consists of two 6-month placements. For the most part, trainees have a children, young people and family services placement in the second year (e.g., CAMHS, Looked after children, adolescent services, inpatient, paediatrics). Their other 6-month placement focuses on gaining other essential competencies trainees need to demonstrate by the end of training. As such, the placements often tend to be services where they will get an opportunity to work with older adults and/or people with intellectual disabilities.  Trainees complete a placement allocation questionnaire ahead of both placement periods to help allocators identify which placements would best meet essential competency requirements.

RESEARCH

In term one of second year, trainees will submit their Service-Related research project completed in their first year. In the second year, work on the major research typically includes:

• Term 1 Research proposal is agreed.
• November to February - data protection and departmental risk assessment forms are completed and ethics applications and project registration submitted.
• February to September – Once protocols are finalised and governance approvals are obtained, recruitment and data collection begin.  A first draft of the literature review is written.

Course Structure: Year 3

TEACHING

In the third year, teaching takes place on alternate Fridays. The focus of this year is on Project support, Professional Issues and Other Therapies such as DBT and CAT. 

Third year trainees also organise their own Lecture Series for the final weeks of their training.

PLACEMENT

In the third year, trainees have either two 6-month placements or a yearlong placement. This depends on the trainee's remaining essential competency requirements and their interests. The main priority is to ensure the trainee meets all their essential competency requirements before the end of the course. As such, these are prioritised above trainee specific interests, although we do always try to consider these wherever possible. Trainees often have placements in specialist services that are not open to trainees in the first or second year of training. Placements are mainly clinically focused but in some instances are specific leadership placements with less clinical contact.

RESEARCH

The major research project occupies more of trainees’ time in the third year as teaching days are reduced,

• Term 1 – a draft of the literature review is submitted to the internal supervisor and any revisions made. Ideally data collection is completed.
• Term 2 – Data is analysed and a first draft of the empirical paper written. The title and abstract are submitted to allow for allocation of examiners for vivas.
• April to May – the empirical paper is revised and a final draft of the whole thesis given to supervisor for comment. There is also a third part to the thesis which is currently under review but is likely to be a paper on dissemination/impact.
• June – Thesis is submitted (date to be notified).
• September – Thesis is examined via viva (usually early September).