The relationship between self-rated CBT-delivery abilities and performance on OSCE-based assessment in postgraduate psychology students

This study examines the correlation between self-rated and objective assessment of CBT-delivery skills in first-year postgraduate psychology students. Twenty-six first-year postgraduate psychology students were asked to self-rate their CBT-delivery skills at the beginning and end of their first semester of study. These scores will be correlated with one another, and their performance on the summative Objective Structured Clinical Examination (OSCE) assessment to occur at the end of their first semester studies. Implications for self-reflective practice and personalised learning approaches for postgraduate psychology students will be discussed.