%0 Journal Article
%@ 1929-0748
%I JMIR Publications Inc.
%V 4
%N 1
%P e26
%T Competency-Based Assessment for Clinical Supervisors: Design-Based Research on a Web-Delivered Program
%A Bacon,Rachel
%A Williams,Lauren Therese
%A Grealish,Laurie
%A Jamieson,Maggie
%+ School of Public Health and Nutrition, Faculty of Health, University of Canberra, Bruce ACT, 2601, Australia, 61 (0) 2 6201 5274, Rachel.Bacon@canberra.edu.au
%K competency-based education
%K preceptorship
%K e-learning
%K pedagogy
%K constructivist
%K dietitian
%D 2015
%7 27.02.2015
%9 Original Paper
%J JMIR Res Protoc
%G English
%X 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. 
%M 25803172
%R 10.2196/resprot.3893
%U http://www.researchprotocols.org/2015/1/e26/
%U https://doi.org/10.2196/resprot.3893
%U http://www.ncbi.nlm.nih.gov/pubmed/25803172