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dc.contributor.authorBacon, Rachel
dc.contributor.authorWilliams, Lauren Therese
dc.contributor.authorGrealish, Laurie
dc.contributor.authorJamieson, Maggie
dc.date.accessioned2017-09-01T02:27:18Z
dc.date.available2017-09-01T02:27:18Z
dc.date.issued2015
dc.identifier.issn1929-0748
dc.identifier.doi10.2196/resprot.3893
dc.identifier.urihttp://hdl.handle.net/10072/170876
dc.description.abstractBackground: 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.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherJ M I R Publications
dc.publisher.placeUnited States
dc.relation.ispartofpagefrome26-1
dc.relation.ispartofpagetoe26-14
dc.relation.ispartofissue1
dc.relation.ispartofjournalJournal of Medical Internet Research (JMIR) Research Protocols
dc.relation.ispartofvolume4
dc.subject.fieldofresearchNutrition and Dietetics not elsewhere classified
dc.subject.fieldofresearchClinical Sciences
dc.subject.fieldofresearchPublic Health and Health Services
dc.subject.fieldofresearchcode111199
dc.subject.fieldofresearchcode1103
dc.subject.fieldofresearchcode1117
dc.titleCompetency-Based Assessment for Clinical Supervisors: Design-Based Research on a Web-Delivered Program
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by/2.0/
dc.description.versionPublished
gro.rights.copyright© Bacon et al, 2015. Originally published in JMIR Research Protocols (http://www.researchprotocols.org), 27.02.2015. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Research Protocols, is properly cited. The complete bibliographic information, a link to the original publication on http://www.researchprotocols.org, as well as this copyright and license information must be included.
gro.hasfulltextFull Text
gro.griffith.authorGrealish, Laurie A.
gro.griffith.authorWilliams, Lauren T.


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