How Racially-Minoritised Trainees Make Sense of Their Problem-Based Learning Experiences

Abstract

Predominately non-empirical literature suggests racially-minoritised trainees have difficult and painful experiences of clinical psychology training (DClinPsy). This limited literature focuses on experiences of the DClinPsy course as a whole. Problem-Based Learning (PBL) is part of the curriculum for a third of DClinPsy courses. Despite research exploring trainees’ experiences of PBL on the DClinPsy, little is known about the racial make-up of trainees involved in these existing bodies of research. In a bid to address this gap, this inquiry sought to hear the narratives of racially-minoritised trainees who had completed PBL. A moderate social constructionist lens was drawn on to explore, qualitatively, racially-minoritised trainees’ experiences of PBL. This study used a purposive sample of five racially-minoritised current or ex-trainees who had completed their PBL journey. Semi-structured interviews were recorded, transcribed and narratively analysed, keeping in mind thematic, performative, structural and co-constructed elements of storytelling. Summaries and interpretations of each racially-minoritised trainees’ narratives were presented. Across all accounts, resemblances and differences were also considered, focusing on how the three main storylines (stories of the group, stories of self and stories of support) were interwoven with trainees’ racial identity and the microcosm of PBL, whilst situated within wider narratives. Racially-minoritised trainees reported that PBL is predominately ‘unsafe’ for them, but despite this, they are able to connect to the positives and learning that emerged from their PBL experiences. Support systems, group identity and connection impacted the PBL experiences for racially-minoritised trainees. All trainees situated PBL within wider socio-cultural and personal narratives, highlighting PBL cannot be viewed as separate from broader contexts. Trainees’ racial identity was ever present, shaping how they interacted, protected themselves and viewed PBL. This unique research has produced new knowledge on PBL and racially-minoritised trainees’ experiences. Implications for DClinPsy courses were outlined, and several invitations for further research were presented.