The program training model emphasizes supervised clinical practice, supported by didactic methods and role modeling. The program is an organized sequence of training experiences beginning with an orientation to the setting and to the internship, a planned sequence of didactic coursework, and participation in clinical practice structured to an appropriate level of complexity for the developing intern.

In its emphasis on supervised experience, the training model recognizes the unique skills of its individual training supervisors, who each develop a supportive relationship with the intern(s) they are supervising and teaching, to facilitate abilities in the following areas:

• Establishing positive constructive working relationships with patients and other professionals,
• Identifying or assessing patterns of clinical problems specific to their areas of expertise
• Selecting and implementing appropriate responses and in general techniques for addressing the clinical problems identified, including evaluating outcomes, working effectively with other professionals, and in all instances practicing according to APA Ethical Principles.

Clinical supervision is case-based, and utilizes discussion, direction, observation and feedback through supervisor presence as well as constructive evaluation of progress toward the goal of competence in rapport-building, assessment, intervention, collaboration, and professionalism. A total of at least two hours of regularly scheduled individual supervision per week from training supervisors is assured. Interns generally receive more regularly scheduled individual supervision from training supervisors than this, and interns always receive a total of at least four hours of general supervision from training supervisors or other internship staff per week.

Clinical teaching, in which supervisors work alongside of the intern, such as on academically-oriented treatment teams, is emphasized. Supervisors are available on site at all times as issues or problems emerge.

Interns experience supervision from multiple supervisors in order to enhance their depth of learning and awareness of diverse styles of competent practice, as well as to help them find which styles best complement their emerging professional identity. Also, the interns learn clinical skills through the many opportunities to observe the supervisors practicing clinical psychology in the various settings where the supervisors are working. 

Didactic experiences focus on the professional delivery of clinical psychological services emphasizing psychological concepts, and the use of current scientific knowledge, principles, and theories as applied to the clinical problems manifested in patients in the medical center setting. Professional conduct and ethics, as well as standards for providers of psychological services, including consultation and supervisory methods are also presented in the didactic format with the emphasis on practical application.

Interns also treat some of the most vulnerable individuals in society as training in work toward reducing health disparities should be an essential value of clinical psychologist. These may include:

• Persons from underserved communities such as rural areas or impoverished urban sectors
• Persons in poverty or of low socioeconomic status
• The uninsured
• Persons from variously disadvantaged backgrounds
• Vulnerable children and families
• Persons who have been mistreated or abused
• Low income HIV/AIDS sufferers
• Persons with disabilities
• Individuals with chronic and severe mental illnesses
• Persons with severe and chronic health problems

The program offers a special Underserved Populations Track which emphasizes these patient populations. 

To add further levels to their training, the interns work with a mentor to design and carry out a program evaluation, a research study which is then presented to stakeholders in the clinical area of interest. Interns furthermore engage in several multidisciplinary teaching activities and have opportunities for tiered supervision.