Attitudes and philosophies of academics and work-based educators towards assessment of clinical competencies in dietetics

Research output: Contribution to conferenceAbstract

Abstract

Background: Making decisions regarding student competency assessment is challenging and involves the
input of multiple stakeholders in both the academic and
work-based settings. This study aimed to explore the attitudes and behaviours of academics and work-based
clinical educators and their impacts on assessment.
Summary of Work: Ten focus groups with experienced academics from ten Australian universities involved in
student dietitian training explored views on competency-based assessment (n=58). Surveys (66-item, open-ended
and Likert scale) then explored clinical educators’ attitudes to assessing competency across 17 acute and sub-acute hospitals (n=26). Views of the different groups
were analysed separately.
Summary of Results: Focus groups acknowledged: the
relationship between competency and future
employment; holistic assessment; professionalism and
challenges with a one
-size fits all approach. Contrastingly,
the majority of hospital
-based clinical educators reported:
preference for a single standardised tool; the importance
of quantifiable objective measurements; and separate
assessment for different domains of practice.
Discussion: Academics appreciated of the complexity of
competency assessment along with its potential for
subjectivity and its connection with the prospects for
graduate employment beyond hospital settings. Clinical
educators’ views were more focussed on the hospital
environment and they valued the concepts of objectivity
and validated, standardised tools.
Conclusion: Attitudes to assessing competency for work-based performance differed. Further training of clinical
educators may develop their understanding of thecomplexities involved in competency based assessment.
This includes extending their understanding of
competency assessment beyond the clinical domain and
the role of self and subjectivity.
Take-home Message: Competency -based assessment is
complex and related to future employment roles which
are rapidly evolving in health care and dietetics. Clinical
educators require further training in making assessment
decisions and be supported to acknowledge their intrinsic
and external drivers that influence these judgements.
Original languageEnglish
Number of pages1
Publication statusPublished - Aug 2017
EventAn International Association for Medical Education 2017 - Messukeskus Helsinki Expo and Convention Centre, Helsinki, Finland
Duration: 26 Aug 201730 Aug 2017
https://amee.org/news/amee-2017-programme

Conference

ConferenceAn International Association for Medical Education 2017
Abbreviated titleAMEE 2017
CountryFinland
CityHelsinki
Period26/08/1730/08/17
Internet address

Cite this

Gibson, S., & Palermo, C. E. (2017). Attitudes and philosophies of academics and work-based educators towards assessment of clinical competencies in dietetics. Abstract from An International Association for Medical Education 2017, Helsinki, Finland.
@conference{daa6961f55a844dd99d28c9020ee17f8,
title = "Attitudes and philosophies of academics and work-based educators towards assessment of clinical competencies in dietetics",
abstract = "Background: Making decisions regarding student competency assessment is challenging and involves theinput of multiple stakeholders in both the academic andwork-based settings. This study aimed to explore the attitudes and behaviours of academics and work-basedclinical educators and their impacts on assessment.Summary of Work: Ten focus groups with experienced academics from ten Australian universities involved instudent dietitian training explored views on competency-based assessment (n=58). Surveys (66-item, open-endedand Likert scale) then explored clinical educators’ attitudes to assessing competency across 17 acute and sub-acute hospitals (n=26). Views of the different groupswere analysed separately.Summary of Results: Focus groups acknowledged: therelationship between competency and futureemployment; holistic assessment; professionalism andchallenges with a one-size fits all approach. Contrastingly,the majority of hospital-based clinical educators reported:preference for a single standardised tool; the importanceof quantifiable objective measurements; and separateassessment for different domains of practice.Discussion: Academics appreciated of the complexity ofcompetency assessment along with its potential forsubjectivity and its connection with the prospects forgraduate employment beyond hospital settings. Clinicaleducators’ views were more focussed on the hospitalenvironment and they valued the concepts of objectivityand validated, standardised tools.Conclusion: Attitudes to assessing competency for work-based performance differed. Further training of clinicaleducators may develop their understanding of thecomplexities involved in competency based assessment.This includes extending their understanding ofcompetency assessment beyond the clinical domain andthe role of self and subjectivity.Take-home Message: Competency -based assessment iscomplex and related to future employment roles whichare rapidly evolving in health care and dietetics. Clinicaleducators require further training in making assessmentdecisions and be supported to acknowledge their intrinsicand external drivers that influence these judgements.",
author = "Simone Gibson and Palermo, {Claire E.}",
year = "2017",
month = "8",
language = "English",
note = "An International Association for Medical Education 2017, AMEE 2017 ; Conference date: 26-08-2017 Through 30-08-2017",
url = "https://amee.org/news/amee-2017-programme",

}

Gibson, S & Palermo, CE 2017, 'Attitudes and philosophies of academics and work-based educators towards assessment of clinical competencies in dietetics' An International Association for Medical Education 2017, Helsinki, Finland, 26/08/17 - 30/08/17, .

Attitudes and philosophies of academics and work-based educators towards assessment of clinical competencies in dietetics. / Gibson, Simone; Palermo, Claire E.

2017. Abstract from An International Association for Medical Education 2017, Helsinki, Finland.

Research output: Contribution to conferenceAbstract

TY - CONF

T1 - Attitudes and philosophies of academics and work-based educators towards assessment of clinical competencies in dietetics

AU - Gibson, Simone

AU - Palermo, Claire E.

PY - 2017/8

Y1 - 2017/8

N2 - Background: Making decisions regarding student competency assessment is challenging and involves theinput of multiple stakeholders in both the academic andwork-based settings. This study aimed to explore the attitudes and behaviours of academics and work-basedclinical educators and their impacts on assessment.Summary of Work: Ten focus groups with experienced academics from ten Australian universities involved instudent dietitian training explored views on competency-based assessment (n=58). Surveys (66-item, open-endedand Likert scale) then explored clinical educators’ attitudes to assessing competency across 17 acute and sub-acute hospitals (n=26). Views of the different groupswere analysed separately.Summary of Results: Focus groups acknowledged: therelationship between competency and futureemployment; holistic assessment; professionalism andchallenges with a one-size fits all approach. Contrastingly,the majority of hospital-based clinical educators reported:preference for a single standardised tool; the importanceof quantifiable objective measurements; and separateassessment for different domains of practice.Discussion: Academics appreciated of the complexity ofcompetency assessment along with its potential forsubjectivity and its connection with the prospects forgraduate employment beyond hospital settings. Clinicaleducators’ views were more focussed on the hospitalenvironment and they valued the concepts of objectivityand validated, standardised tools.Conclusion: Attitudes to assessing competency for work-based performance differed. Further training of clinicaleducators may develop their understanding of thecomplexities involved in competency based assessment.This includes extending their understanding ofcompetency assessment beyond the clinical domain andthe role of self and subjectivity.Take-home Message: Competency -based assessment iscomplex and related to future employment roles whichare rapidly evolving in health care and dietetics. Clinicaleducators require further training in making assessmentdecisions and be supported to acknowledge their intrinsicand external drivers that influence these judgements.

AB - Background: Making decisions regarding student competency assessment is challenging and involves theinput of multiple stakeholders in both the academic andwork-based settings. This study aimed to explore the attitudes and behaviours of academics and work-basedclinical educators and their impacts on assessment.Summary of Work: Ten focus groups with experienced academics from ten Australian universities involved instudent dietitian training explored views on competency-based assessment (n=58). Surveys (66-item, open-endedand Likert scale) then explored clinical educators’ attitudes to assessing competency across 17 acute and sub-acute hospitals (n=26). Views of the different groupswere analysed separately.Summary of Results: Focus groups acknowledged: therelationship between competency and futureemployment; holistic assessment; professionalism andchallenges with a one-size fits all approach. Contrastingly,the majority of hospital-based clinical educators reported:preference for a single standardised tool; the importanceof quantifiable objective measurements; and separateassessment for different domains of practice.Discussion: Academics appreciated of the complexity ofcompetency assessment along with its potential forsubjectivity and its connection with the prospects forgraduate employment beyond hospital settings. Clinicaleducators’ views were more focussed on the hospitalenvironment and they valued the concepts of objectivityand validated, standardised tools.Conclusion: Attitudes to assessing competency for work-based performance differed. Further training of clinicaleducators may develop their understanding of thecomplexities involved in competency based assessment.This includes extending their understanding ofcompetency assessment beyond the clinical domain andthe role of self and subjectivity.Take-home Message: Competency -based assessment iscomplex and related to future employment roles whichare rapidly evolving in health care and dietetics. Clinicaleducators require further training in making assessmentdecisions and be supported to acknowledge their intrinsicand external drivers that influence these judgements.

M3 - Abstract

ER -

Gibson S, Palermo CE. Attitudes and philosophies of academics and work-based educators towards assessment of clinical competencies in dietetics. 2017. Abstract from An International Association for Medical Education 2017, Helsinki, Finland.