Career-Enhancing Research Competencies: Student Perceptions of Research Training in Clinical Psychology Doctoral Programs

There is a lack of scientific evidence base to guide the training of health service psychologists seeking a career involving research. We identified practical skill-based competencies thought to promote a research career trajectory, which we labeled career-enhancing research competencies (CERCs). We then asked clinical psychology doctoral students about their experiences with CERC-specific training. Students were asked to rate (a) exposure to, (b) satisfaction with, and (c) methods by which they received CERCs training. Students (n = 439) responded to each question across 18 CERCs. Students also reported on their level of research productivity (i.e., publications, presentations) and were given the opportunity to provide commentary or suggestions to improve CERC-specific training. Students indicated high levels of satisfaction and exposure to some competencies (e.g., ethical research conduct, technical writing skills, healthy interpersonal skills), but training in other CERCs was limited or nonexistent (e.g., grant-writing, preparing a research grant budget). Students reported that CERCs training occurred primarily through informal and experiential channels (e.g., involvement in research lab activities, advising/mentorship on thesis/dissertation). Importantly, we found significant associations between several CERCs and students' research productivity, providing preliminary support for the validity of CERCs. We discuss the potential implications of these findings for preparing trainees for careers involving research and other paths.