DescriptionIntroduction: Variations in students’ performances and educators’ judgements are evident in workplace assessments. A recently developed integrated interpretivist model uses a panel to make a consensus
judgement of competence, based on multiple sources of evidence from a range of contexts over time. Aim: To explore the perceptions of clinical educators to this consensus model of competency-based assessment. Methods: Three focus groups of between 4-8 participants were used to gather data from a convenience sample of clinical educators (n=17) involved in student dietitians’ work placements. Data was audio-recorded,
transcribed verbatim, cross checked for consistency and thematically analysed using a qualitative descriptive approach. Results: From the data five themes emerged. It found that the consensus model: (1) supports an expanded view of competence; (2) shifts the power within student educator relationships requiring students to take more control over their learning; (3) supports sustainable assessment practices; (4) is fair in assessing competence; and (5) further support and training is required for students and site educators to optimise the benefits. Discussion: The consensus model may support the development of flexible and reflexive learners who are able to transform their competence across contexts better preparing them for the future workforce. Conclusions: This study supports the use of an integrated interpretivist approach to competency-based assessment.
|Period||11 Jul 2017 → 14 Jul 2017|
|Event title||ANZAHPE 2017 Conference: Transitions|
|Location||Adeladie, Australia, South Australia|