Research training in clinical neuropsychology: the Iowa-Benton perspective

Training models in clinical neuropsychology have followed the Houston Conference Guidelines for decades. Those Guidelines provided strong emphasis on research training as a core competency for neuropsychologists. The new Minnesota Conference Guidelines (in final stages of development as of this essay) mention that training in the conduct of research is part of the graduate education of neuropsychologists. All four of the current authors were trained in the Iowa-Benton approach to neuropsychology, which is firmly grounded in research training and engagement. We view this not as a prerogative, but as a requirement. Training in clinical neuropsychology should not be "clinical" with a twist of "research" - it should be a healthy admixture of both. Our research training made us better clinical neuropsychologists, and provides a foundation for our teaching, exactly in the spirit that Arthur Benton promoted in his mentoring model. Further, our research experience informs our appraisal and adoption of contemporary trends in the practice of neuropsychology, and proposed new procedures and tests in the Benton Clinic are evaluated through the lens of background research.