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dc.contributor.authorBacon, Rachel
dc.contributor.authorWilliams, Lauren
dc.contributor.authorGrealish, Laurie
dc.contributor.authorJamieson, Maggie
dc.date.accessioned2017-09-01T02:30:19Z
dc.date.available2017-09-01T02:30:19Z
dc.date.issued2015
dc.identifier.issn14421100
dc.identifier.doi10.11157/fohpe.v16i3.86
dc.identifier.urihttp://hdl.handle.net/10072/170875
dc.description.abstractBackground: 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherAustralian &New Zealand Association for Health Professional Educators (ANZAHPE)
dc.publisher.placeAustralia
dc.relation.ispartofpagefrom57
dc.relation.ispartofpageto72
dc.relation.ispartofissue3
dc.relation.ispartofjournalFocus on Health Professional Education
dc.relation.ispartofvolume16
dc.subject.fieldofresearchNutrition and Dietetics not elsewhere classified
dc.subject.fieldofresearchOther Medical and Health Sciences
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode111199
dc.subject.fieldofresearchcode1199
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleCredible and defensible assessment of entry-level competence in individual case management: insights from a modified Delphi Study
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dc.description.versionVersion of Record (VoR)
gro.rights.copyright© 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.
gro.hasfulltextFull Text
gro.griffith.authorGrealish, Laurie A.
gro.griffith.authorWilliams, Lauren T.


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