@Article{info:doi/10.2196/resprot.3893,
author="Bacon, Rachel
and Williams, Lauren Therese
and Grealish, Laurie
and Jamieson, Maggie",
title="Competency-Based Assessment for Clinical Supervisors: Design-Based Research on a Web-Delivered Program",
journal="JMIR Res Protoc",
year="2015",
month="Feb",
day="27",
volume="4",
number="1",
pages="e26",
keywords="competency-based education; preceptorship; e-learning; pedagogy; constructivist; dietitian",
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. ",
issn="1929-0748",
doi="10.2196/resprot.3893",
url="http://www.researchprotocols.org/2015/1/e26/",
url="https://doi.org/10.2196/resprot.3893",
url="http://www.ncbi.nlm.nih.gov/pubmed/25803172"
}