Thibault, R.T. orcid.org/0000-0002-6561-3962, Bailey-Rodriguez, D., Bartlett, J.E. orcid.org/0000-0002-4191-5245 et al. (4 more authors) (2024) A Delphi Study to Strengthen Research-Methods Training in Undergraduate Psychology Programs. Advances in Methods and Practices in Psychological Science, 7 (1). ISSN 2515-2459
Abstract
Psychology programs often emphasize inferential statistical tests over a solid understanding of data and research design. This imbalance may leave graduates underequipped to effectively interpret research and employ data to answer questions. We conducted a two-round modified Delphi to identify the research-methods skills that the UK psychology community deems essential for undergraduates to learn. Participants included 103 research-methods instructors, academics, students, and nonacademic psychologists. Of 78 items included in the consensus process, 34 reached consensus. We coupled these results with a qualitative analysis of 707 open-ended text responses to develop nine recommendations for organizations that accredit undergraduate psychology programs—such as the British Psychological Society. We recommend that accreditation standards emphasize (1) data skills, (2) research design, (3) descriptive statistics, (4) critical analysis, (5) qualitative methods, and (6) both parameter estimation and significance testing; as well as (7) give precedence to foundational skills, (8) promote transferable skills, and (9) create space in curricula to enable these recommendations. Our data and findings can inform modernized accreditation standards to include clearly defined, assessable, and widely encouraged skills that foster a competent graduate body for the contemporary world.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © The Author(s) 2024. This article is distributed under the terms of the Creative Commons Attribution 4.0 License (https://creativecommons.org/licenses/by/4.0/) which permits any use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 07 Feb 2024 14:07 |
Last Modified: | 07 Feb 2024 14:07 |
Published Version: | http://dx.doi.org/10.1177/25152459231213808 |
Status: | Published |
Publisher: | SAGE Publications |
Identification Number: | 10.1177/25152459231213808 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:208840 |