These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.
8. The current status of psychological assessment training in graduate and professional schools. Stedman JM; Hatch JP; Schoenfeld LS J Pers Assess; 2001 Dec; 77(3):398-407. PubMed ID: 11781028 [TBL] [Abstract][Full Text] [Related]
9. The Consensus Conference and Combined-Integrated model of doctoral training in professional psychology--overview of part 1: nature and scope of the Combined-Integrated model. Shealy CN J Clin Psychol; 2004 Sep; 60(9):889-92. PubMed ID: 15316918 [TBL] [Abstract][Full Text] [Related]
10. Development of a global curriculum for professional psychology: implications of the Combined-Integrated model of doctoral training. Burgess GH; Sternberger LG; Sanchez-Sosa JJ; Lunt I; Shealy CN; Ritchie P J Clin Psychol; 2004 Oct; 60(10):1027-49. PubMed ID: 15372460 [TBL] [Abstract][Full Text] [Related]
11. Teaching cultural sensitivity in psychological assessment: a modular approach used in a distance education program. Hansen ND J Pers Assess; 2002 Oct; 79(2):200-6. PubMed ID: 12425384 [TBL] [Abstract][Full Text] [Related]
12. Applying the cube model to pediatric psychology: development of research competency skills at the doctoral level. Madan-Swain A; Hankins SL; Gilliam MB; Ross K; Reynolds N; Milby J; Schwebel DC J Pediatr Psychol; 2012 Mar; 37(2):136-48. PubMed ID: 22108224 [TBL] [Abstract][Full Text] [Related]
14. A model and method for "making" a Combined-Integrated psychologist: equilintegration (EI) theory and the beliefs, events, and values inventory (BEVI). Shealy CN J Clin Psychol; 2004 Oct; 60(10):1065-90. PubMed ID: 15372462 [TBL] [Abstract][Full Text] [Related]
15. Interprofessional collaboration: implications for Combined-Integrated doctoral training in professional psychology. Johnson CE; Stewart AL; Brabeck MM; Huber VS; Rubin H J Clin Psychol; 2004 Oct; 60(10):995-1010. PubMed ID: 15372458 [TBL] [Abstract][Full Text] [Related]
16. Unified professional psychology: implications for the Combined-Integrated model of doctoral training. Henriques GR; Sternberg RJ J Clin Psychol; 2004 Oct; 60(10):1051-63. PubMed ID: 15372461 [TBL] [Abstract][Full Text] [Related]
17. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? ten Cate O; Scheele F Acad Med; 2007 Jun; 82(6):542-7. PubMed ID: 17525536 [TBL] [Abstract][Full Text] [Related]
18. The future of residency education: implementing a competency-based educational model. Edwards FD; Frey KA Fam Med; 2007 Feb; 39(2):116-25. PubMed ID: 17273954 [TBL] [Abstract][Full Text] [Related]
19. Multicultural competency in research: examining the relationships among multicultural competencies, research training and self-efficacy, and the multicultural environment. Liu WM; Sheu HB; Williams K Cultur Divers Ethnic Minor Psychol; 2004 Nov; 10(4):324-39. PubMed ID: 15554796 [TBL] [Abstract][Full Text] [Related]
20. From objectives to competencies: operationalizing the NONPF PMHNP competencies for use in a graduate curriculum. LeCuyer E; DeSocio J; Brody M; Schlick R; Menkens R Arch Psychiatr Nurs; 2009 Jun; 23(3):185-99. PubMed ID: 19446774 [TBL] [Abstract][Full Text] [Related] [Next] [New Search]