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Pedagogy and Workforce Development: Lessons Learned in the Field
Training the next generation of clinical scientists and practitioners is a primary role in which newly minted clinical science doctorates often find themselves, either in the context of undergraduate education, supervision of clinical practica students, or training of community providers in evidence-based practices. Despite this expectation, few graduate or post-doctoral clinical programs provide direct training in pedagogy, effective supervision, or workforce development. This is particularly true in the case of teaching individuals from different training models (e.g., social work, counseling, psychiatry). Although indirect learning/skill acquisition can happen via observation of mentors or one’s own training experience, discussion of principles of pedagogy and workforce development could enhance our profession’s ability to effectively train the next generation. This presentation will discuss four key lessons learned by the author whilst training community providers in three early psychosis outpatient programs in Northern California: (1) Work to gain buy in and motivation for skill acquisition, (2) Build, review, or enhance foundational skills; (3) Employ didactic strategies for effective learning based on cognitive psychology; and (4) Adapt material to fit into trainees’ work flow.