Objectives: This presentation outlines the development and initial evaluation of an innovative approach to teaching research methods to trainees in Clinical Psychology (DClin) and Educational, Child & Adolescent Psychology (DECAP) doctoral programmes at the School of Psychology, Queen’s University Belfast. A core principle underpinning both programmes is the concept of psychologists as ‘research practitioners,’ integrating research with professional practice, using the latest and highest-quality evidence to inform and evaluate their work. Trainees are expected to demonstrate competency in systematic literature reviewing and to conduct independent, original research of publishable quality. The objective of the programme change was to enhance research methods teaching by combining cohorts for core topics, fostering interdisciplinary learning and professional collaboration.

Methodology: Prior to September 2024, DClin and DECAP trainees attended separate research methods classes. In the 2024-25 academic year, core topics such as research design, analysis and literature searching were taught jointly, with optional sessions tailored to specialist research projects. The modification was informed by pedagogical, practical, and professional considerations identified through consultations with trainees, staff, and external examiners during the 2023-2024 academic year. The evaluation draws on staff and trainee reflections survey data collected before, during and after the implementation of the joint teaching model.

Results: Pedagogically, joint teaching was found to enhance active learning and interdisciplinary dialogue, exposing trainees to diverse research perspectives and strengthening the link between psychological knowledge and professional practice. While an aim of the curricula change had been to foster a sense of belonging across cohorts, this was less apparent by the end of the first year of the programme; to enhance this in future years, trainees recommended the incorporation of more interactive activities and informal opportunities to talk together. Practically, the change reduced duplication of teaching, optimised staff time, and improved use of teaching space, but the timetabling of classes to align with both assignment deadlines and placements was an ongoing challenge. Professionally, while the joint teaching model supported trainees' understanding of the organisational contexts in which they will practice by drawing upon pathway-specific research examples (aligning with UK Health & Care Professions Council standards of proficiency for practitioner psychologists), there were mixed views about the perceived (im)balance of content between health and education settings.

Conclusions: This initiative responds to a gap in the literature on curriculum development and student experience in professional psychology doctorates, particularly in clinical psychology. The findings suggest that collaborative and integrated research methods teaching can enhance trainee engagement, professional identity formation, and educational efficiency. Insights from this evaluation may inform similar innovations in other professional doctorate programmes.

Keywords: Research methods teaching, joint teaching, educational psychology, clinical psychology, doctorate programmes.