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  • Credible and defensible assessment of entry-level competence in individual case management: insights from a modified Delphi Study

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    Author(s)
    Bacon, Rachel
    Williams, Lauren
    Grealish, Laurie
    Jamieson, Maggie
    Griffith University Author(s)
    Williams, Lauren T.
    Year published
    2015
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    Abstract
    Background: During clinical placements, supervisors repeatedly assess health and medical students for competence. Quality assessment is dependent upon the supervisors having a rich understanding of entry-level standards and an assessment approach that is sufficiently dynamic to accommodate the changing healthcare system. This study aimed to assess whether consensus could be gained by supervisors when assessing the performance of student dietitians during clinical placements and to establish a shared interpretation of entry-level clinical competence. Methods: A modified 3-round Delphi study with a focus group discussion was ...
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    Background: During clinical placements, supervisors repeatedly assess health and medical students for competence. Quality assessment is dependent upon the supervisors having a rich understanding of entry-level standards and an assessment approach that is sufficiently dynamic to accommodate the changing healthcare system. This study aimed to assess whether consensus could be gained by supervisors when assessing the performance of student dietitians during clinical placements and to establish a shared interpretation of entry-level clinical competence. Methods: A modified 3-round Delphi study with a focus group discussion was conducted with eight supervisors. Participants were required to assess the performance of student dietitians from audiovisual recordings of authentic student‒client consultations in aged-care and outpatient settings. Results: Consensus was achieved for 2/11 assessments after one Delphi round, 6/11 assessments after two rounds and 10/11 assessments after the third and final round. During the focus group discussion, the expert panel expressed a shared understanding of entry-level performance, however this was not transferred into a shared assessment of entry-level performance in the Delphi task. Conclusions: Dialogue amongst supervisors leads to a more reliable interpretation of the competency standards. A shared responsibility for assessment, with continuous and open negotiation of meaning, is required to ensure quality assessments of entry- level practice.
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    Journal Title
    Focus on Health Professional Education
    Volume
    16
    Issue
    3
    DOI
    https://doi.org/10.11157/fohpe.v16i3.86
    Copyright Statement
    © 2015 ANZAHPE. Published version of the paper reproduced here in accordance with the copyright policy of the publisher. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from ANZAHPE.
    Subject
    Nutrition and dietetics not elsewhere classified
    Other health sciences
    Curriculum and pedagogy
    Specialist studies in education
    Publication URI
    http://hdl.handle.net/10072/170875
    Collection
    • Journal articles

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