Understanding the challenges Student Psychometrists face as they transition from Practicum Students to Writing the Board Exam and beyond:

The transition between completing university qualifications in psychometry and undertaking the Health Professions Council of South Africa (HPCSA) Board Examination presents unique challenges and opportunities for graduates.

Joyce Baloyi

There is no adequate support provision from the training institutions (universities) and host organisations for the period following the completion of university qualifications in psychometry. No interventions are created for the period preceding the HPCSA Board Examination, which is critical for graduates. The research highlights the opportunity to engage in targeted activities to improve preparation and motivation for writing the psychometry HPCSA Board Exams. Additionally, training institutions (universities) are essential in supporting students facing challenges, including failures in council exams.

Background Problem
There is limited research regarding training in the psychometrist registration category (Van Eeden et al., 2016; Van Zyl et al., 2016), leading to the development of professionalism of student psychometrists (a second-tier registration category) in practical training contexts in South Africa (Hagen et al., 2020). Lack of support when student psychometrists transition to writing Board Exams and when students write and fail Board Exams prompted this research study.

Literature Review
• Literature review highlighted the importance of providing remedial programs to support psychometry graduates as they prepare for the Board Exam as an essential tool.
• Literature also highlighted that the support should extend beyond the Board Examinations for students who failed the Board Exams.
• Suggestions were made for interventions such as counselling services and mentorship to address and overcome failure-related stereotypes.
• The literature review highlighted the importance of providing recovery programs to support psychometry graduates while preparing for the council.
• Recent findings highlighted that proactive institutional involvement fosters resilience and promotes success among psychometry graduates, suggesting a supportive academic environment.

Methods/Approach
A systematic literature review focused on studies published between 2015 and 2025. Keywords related to psychometry, board examinations, student support, and academic resilience were searched in SABINET, EBSCO, and Google Scholar.

Results
Some structured activities during the interim period before the HPCSA Board Examination include:
• Providing Affordable Structured Board Exam Preparatory Programs: Students from previously disadvantaged backgrounds might not be able to afford the expensive Board exam training offered by individual psychometrists.
• Peer Study Groups: Student psychometrists should be encouraged to engage in collaborative learning through peer study groups, which fosters a deeper understanding of psychometric principles and promotes motivation.
• Internships or voluntary work provide practical experience, bridging the gap between theoretical knowledge and practical application, and should be provided outside the practicum period.

Conclusions
Engaging in structured activities during the interim period before the HPCSA Board Examination can significantly improve the preparedness and motivation of psychometric graduates. Addressing stereotypes associated with failure is essential for fostering a supportive learning environment. The findings formed the basis for all the discussions and teachings on ways to support psychometrist students until they become psychometrist professionals. Universities need to focus their competitive advantage and value-add on their way of delivering the content to get to the standards in contributing the supply of psychometrists.

Joyce Baloyi is an Industrial Psychology Lecturer at the University of South Africa and a Research Director at COMESA. She holds M. Admin in Industrial Psychology and B. Admin (Hons) degrees, as well as post-graduate certificates in Psychometry, Management Development Programme, Practical Project Management, and Coaching. She is a certified Assessor and Moderator.

She is an experienced leader, manager, coach and trainer. Being in the field of Industrial Psychology has equipped her with the necessary skills to occupy senior positions over the years in both the public and private sectors. She has advanced her research skills over the last five years. She is currently in formal research mentoring and supervision relationships.

She specialises in human resources, leadership development, change management, team building, project management, training and development, and coaching. She has worked in specialist and management roles in various organisations such as the University of South Africa, Business Partners, Council for Scientific and Industrial Research, and Lehlogonolo HR Consulting.

She has extensive experience in Human Resources functions such as recruitment, performance management, talent management, succession planning, and reward and recognition. She has worked in specialist and management roles where she developed HR strategies, plans, policies and procedures in order to meet the needs of the organisation. She also liaised with line managers to ensure the implementation of HR plans during selections, appointments, transfers, and promotions in the organisation. In addition, she has managed the budget and team members to achieve business goals.

Her passion is helping organisations and individuals to meet individual and business goals. She currently offers life, business, and leadership coaching.

Joyce is a member of the South African Board for People Practices (SABPP), Coaches and Mentors SA (COMENSA), and the Society for Industrial and Organisational Psychologists (SIOPSA).