TY  - JOUR
AU  - Bacon, Rachel
AU  - Williams, Lauren Therese
AU  - Grealish, Laurie
AU  - Jamieson, Maggie
PY  - 2015
DA  - 2015/02/27
TI  - Competency-Based Assessment for Clinical Supervisors: Design-Based Research on a Web-Delivered Program
JO  - JMIR Res Protoc
SP  - e26
VL  - 4
IS  - 1
KW  - competency-based education
KW  - preceptorship
KW  - e-learning
KW  - pedagogy
KW  - constructivist
KW  - dietitian
AB  - 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. 
SN  - 1929-0748
UR  - http://www.researchprotocols.org/2015/1/e26/
UR  - https://doi.org/10.2196/resprot.3893
UR  - http://www.ncbi.nlm.nih.gov/pubmed/25803172
DO  - 10.2196/resprot.3893
ID  - info:doi/10.2196/resprot.3893
ER  -