University of Exeter

Teaching

We have eleven teaching strands that run through all three years of the programme: Reflexive Organisational Practice (leadership), Clinical Skills, Cognitive Behavioural Therapy, Systemic Therapy, Cognitive Analytic Therapy, Research, Neuropsychology, Health, Learning Disabilities, Adult and Child. Experts by experience co-produce many of our teaching sessions, as well as being members of our curriculum committee, and we are constantly developing ways to include them further (e.g. delivering training to lecturers on how to get the best out of including experts by experience in their teaching). We are also working on diversifying and decolonising our curriculum, this is an ongoing process that is constantly renewed. 

Assessment

Trainees are assessed in a variety of ways to highlight students’ strengths and develop a range of skills. These include Problem Based Learning exercises, which rely on teamwork, group and individual presentations, clinical practice reports and essays. 
 

Secondary Accreditation

All trainees currently complete a Systemic Foundation during their first year on the DClinPsy, and we support trainees interested in undertaking individual BABCP Level 2 accreditation or CAT Foundation accreditation.

We are currently developing our Systemic Intermediate Pathway, which will start for second year trainees from September 2022. Because we are aware of the amount of work involved in completing a DClin and the level of research excellence that is required, we offer trainees the option of either completing the Systemic Intermediate Course or a CAT Foundation Accreditation – thus we aim to keep workloads manageable.

We are also currently developing our BABCP level 1 accreditation at programme level, meaning that those who enter the programme from 2022 onwards will also again BABCP level 1 accreditation if we are successful.

Clinical Placements

We operate a competency-based model of placements, and so placements are selected based on the individual learning needs of each trainee. All trainee placements are based within the same NHS Trust, allowing trainees to build relationships within the Trust and feel a sense of belonging.

Research

Trainees complete a literature review, empirical research main project and quality improvement project. In order to support trainees in this work and enhance their research skills, students discuss their proposed projects in a ‘mini-viva’ during their first year, thereby receiving feedback from two member of the team in order to ensure that their ongoing work is robust and at doctoral level. We hold an annual research conference where second years present their quality improvement projects, third years their empirical research, and first years learn from their more experienced peers.

Other

We have trainee involvement in all our committees and we are currently developing ways to log the leadership skills trainees develop and display through their involvement in these areas.