A Consensus Model: Shifting assessment practices in dietetics tertiary education

Bacon, Rachel; Kellett, Jane; Dart, Janeane; Knight-Agarwal, Cathy; Mete, Rebecca; Ash, Susan; Palermo, Claire

doi:10.1111/1747-0080.12415

Cited by 11 publications

(27 citation statements)

References 23 publications

(81 reference statements)

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“…The CEs helped to moderate preceptor and student expectations of performance, which can differ between assessors . Overall the CE assisted in reducing the subjectivity of judgement within the programme of assessment consistent with what programmatic assessment espouses …”

Section: Discussionmentioning

confidence: 90%

“…Standardised assessment within the workplace setting is unattainable and challenged by assessor unconscious bias when making performance observations. As such, subjectivity must be embraced as an integral part of a programme of assessment . This requires assessors proficient in using assessment instruments, and experienced and supported in making judgments on student performance .…”

Section: Discussionmentioning

confidence: 99%

“…As such, subjectivity must be embraced as an integral part of a programme of assessment . This requires assessors proficient in using assessment instruments, and experienced and supported in making judgments on student performance . The CE's knowledge and experience of placement assessment enabled them to act as expert advisors.…”

Section: Discussionmentioning

confidence: 99%

“…Work‐based placements are integral to health profession training and develop student competence through experiential learning and exposure to practice . In Australia, dietetic students undertake a minimum of 100 placement days in various workplaces including the clinical setting . Demand for clinical placements is rising due to an increase in students enrolling in accredited training courses.…”

Section: Introductionmentioning

confidence: 99%

“…Dietitians are a crucial part of the health workforce and more dietitians will be required to meet the complex and increasing health needs of the population. 1,2 Work-based placements are integral to health profession training and develop student competence through experiential learning and exposure to practice. 3 In Australia, dietetic students undertake a minimum of 100 placement days in various workplaces including the clinical setting.…”

Section: Introductionmentioning

confidence: 99%

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A dietetic clinical educator enhances the experience and assessment of clinical placement

Weber

Carter

Jenkins

et al. 2018

Nutrition & Dietetics

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Aim The aim of this study was to evaluate the impact of a Clinical Educator model on the learning experience and environment for students, preceptors and managers. Methods A Clinical Educator position was established for the 10‐week dietetic clinical placement at Edith Cowan University. The Clinical Educator was responsible for overseeing the placement and assisting in the supervision of students. A qualitative descriptive approach using focus groups with purposive sampling explored the research question. Students (n = 10), preceptors (n = 21) and managers (n = 3) participated in separate focus groups. Data were thematically analysed with consideration given to participant and focus group commonalities and differences. Results The findings revealed that the Clinical Educator (i) reduced the logistical burden of student placements and improved time efficiency; (ii) facilitated student assessment within a programme of assessment; (iii) was uniquely positioned to provide support and enhance student confidence; and (iv) enhanced capacity to manage underperforming and challenging students. Conclusions The Clinical Educator model increased student confidence, facilitated quality assessment and supported the management of underperforming students. This was achieved by reducing the burden of clinical placements, facilitating effective and timely communication between stakeholders and supporting the establishment of meaningful relationships which enriched learning. The results highlight the importance of the people involved in placement to facilitate a positive student learning environment and high quality assessment.

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Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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