Abstract
The increased emphasis on the practical application of research has led to expansion in the number and diversity of professional doctorates (PD) within the USA, UK and Canada. However, the research-practice gap is a commonly observed and written about phenomenon and PD programmes have been questioned for not being able to support the development of a scientist-practitioner identity. This exploratory study focuses on the research-practice gap in practitioner clinical psychology doctoral training and the struggle with identity transition that clinical researchers undergo throughout the course of their professional doctorate. A questionnaire using closed and open-ended questions was developed to explore both scientist-practitioner identity in fourteen final year doctoral clinical trainees and, their perception as to how the connection between these two aspects of identity had either been facilitated or undermined during the course of training. Results showed that by the end of their training, all but one trainee identified themselves as a scientist-practitioner whereas, prior to entering training, none did. Supervisor guidance and reflection were identified as key aspects of training that supported this identity transition. Tensions within the professional practice context and some programme assessment practices challenged the scientist-practitioner model. Trainees recounted specific changes in their professional practice that reflect this new dual identity.