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Competency-based assessment for clinical supervisors: design-based research on a web-delivered program.

Bacon R, Williams LT, Grealish L, Jamieson M - JMIR Res Protoc (2015)

Bottom Line: This project was undertaken as design-based research in two stages.Data generated as a result of user participation during the pilot test is reported.A design-based research approach offers a practical process for such Web-based tool development, highlighting pedagogical barriers for planning purposes.

View Article: PubMed Central - HTML - PubMed

Affiliation: School of Public Health and Nutrition, Bruce ACT, Australia. Rachel.Bacon@canberra.edu.au.

ABSTRACT

Background: Clinicians need to be supported by universities to use credible and defensible assessment practices during student placements. Web-based delivery of clinical education in student assessment offers professional development regardless of the geographical location of placement sites.

Objective: This paper explores the potential for a video-based constructivist Web-based program to support site supervisors in their assessments of student dietitians during clinical placements.

Methods: This project was undertaken as design-based research in two stages. Stage 1 describes the research consultation, development of the prototype, and formative feedback. In Stage 2, the program was pilot-tested and evaluated by a purposeful sample of nine clinical supervisors. Data generated as a result of user participation during the pilot test is reported. Users' experiences with the program were also explored via interviews (six in a focus group and three individually). The interviews were transcribed verbatim and thematic analysis conducted from a pedagogical perspective using van Manen's highlighting approach.

Results: This research succeeded in developing a Web-based program, "Feed our Future", that increased supervisors' confidence with their competency-based assessments of students on clinical placements. Three pedagogical themes emerged: constructivist design supports transformative Web-based learning; videos make abstract concepts tangible; and accessibility, usability, and pedagogy are interdependent.

Conclusions: Web-based programs, such as Feed our Future, offer a viable means for universities to support clinical supervisors in their assessment practices during clinical placements. A design-based research approach offers a practical process for such Web-based tool development, highlighting pedagogical barriers for planning purposes.

No MeSH data available.


Visual representation of competency development using videos.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
getmorefigures.php?uid=PMC4376162&req=5

figure1: Visual representation of competency development using videos.

Mentions: As demonstrated by Figure 1, organizing the videos on a scale helped the supervisors to distinguish between a novice, intermediate, and entry-level student performances.


Competency-based assessment for clinical supervisors: design-based research on a web-delivered program.

Bacon R, Williams LT, Grealish L, Jamieson M - JMIR Res Protoc (2015)

Visual representation of competency development using videos.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4376162&req=5

figure1: Visual representation of competency development using videos.
Mentions: As demonstrated by Figure 1, organizing the videos on a scale helped the supervisors to distinguish between a novice, intermediate, and entry-level student performances.

Bottom Line: This project was undertaken as design-based research in two stages.Data generated as a result of user participation during the pilot test is reported.A design-based research approach offers a practical process for such Web-based tool development, highlighting pedagogical barriers for planning purposes.

View Article: PubMed Central - HTML - PubMed

Affiliation: School of Public Health and Nutrition, Bruce ACT, Australia. Rachel.Bacon@canberra.edu.au.

ABSTRACT

Background: Clinicians need to be supported by universities to use credible and defensible assessment practices during student placements. Web-based delivery of clinical education in student assessment offers professional development regardless of the geographical location of placement sites.

Objective: This paper explores the potential for a video-based constructivist Web-based program to support site supervisors in their assessments of student dietitians during clinical placements.

Methods: This project was undertaken as design-based research in two stages. Stage 1 describes the research consultation, development of the prototype, and formative feedback. In Stage 2, the program was pilot-tested and evaluated by a purposeful sample of nine clinical supervisors. Data generated as a result of user participation during the pilot test is reported. Users' experiences with the program were also explored via interviews (six in a focus group and three individually). The interviews were transcribed verbatim and thematic analysis conducted from a pedagogical perspective using van Manen's highlighting approach.

Results: This research succeeded in developing a Web-based program, "Feed our Future", that increased supervisors' confidence with their competency-based assessments of students on clinical placements. Three pedagogical themes emerged: constructivist design supports transformative Web-based learning; videos make abstract concepts tangible; and accessibility, usability, and pedagogy are interdependent.

Conclusions: Web-based programs, such as Feed our Future, offer a viable means for universities to support clinical supervisors in their assessment practices during clinical placements. A design-based research approach offers a practical process for such Web-based tool development, highlighting pedagogical barriers for planning purposes.

No MeSH data available.