Assessment of Student Learning Using Electronic Portfolios in a Didactic Program for Dietetics and in a Dietetic Internship

Anderson, J.M.M.; Oldham, A.; Bassler, Eunice; Reitmeier, Cheryll A.

doi:10.1016/j.jada.2007.05.283

Cited by 2 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…ePortfolios have been implemented to variable extents within health and more specifically in dietetic education through the past decade. Dietetic academics and managers in the UK, USA and Australia have outlined different applications and approaches to ePortfolio implementation. Benefits of archiving student work samples to an electronic platform for assessment and accreditation purposes; inclusion of information for revision of curricular and showcasing educational accomplishments; and opportunities for student self‐assessment have been highlighted…”

Section: Introductionmentioning

confidence: 99%

“…Dietetic academics and managers in the UK, 4 USA 6-9 and Australia 10 have outlined different applications and approaches to ePortfolio implementation. Benefits of archiving student work samples to an electronic platform for assessment and accreditation purposes; 7 inclusion of information for revision of curricular and showcasing educational accomplishments; 6 and opportunities for student self-assessment have been highlighted. 10 Foodservice management has been identified as a core component of the role of a dietitian internationally 11 and within professional association mandatory entry-level competencies.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An exploratory study comparing two electronic portfolio approaches in undergraduate dietetic education

Porter

Kleve

Palermo

2015

Nutrition & Dietetics

View full text Add to dashboard Cite

Aim The use of electronic portfolios in university learning, including within dietetic education, is increasing. We aimed to implement and evaluate an ePortfolio model as part of a final year undergraduate foodservice management unit. The qualitative evaluation focused on the relationships between different modes of eLearning. Methods A randomised parallel model study design was implemented, with the cohort of 52 students allocated to two different ePortfolio approaches. One student group received a blended learning teaching and learning model via the traditional study only Moodle ePortfolio. The second group received the enhanced Mahara ePortfolio through a supported online ePortfolio platform. Focus groups with study groups (Moodle ePortfolio, n = 16 students and Mahara ePorfolio, n = 15 students) were facilitated by an independent researcher. Focus groups were audiotaped and transcribed with data analysed separately and then together. Use of thematic analysis enabled comparisons to be made between the two ePortfolio experiences. Results Thematic analysis found broad themes of satisfaction and supporting learning consistently across both ePortfolio models. Satisfaction was related to both achievement and creativity of portfolio production. Subthemes related to supporting learning included: students requiring support with implementation of new technology, and more clearly defined assessment tasks to improve compatibility with the Mahara ePortfolio. Conclusions This research has provided key learnings for the incorporation of ePortfolios into foodservice management education, enabling unit content to meet the needs and expectations of students. Foodservice management competencies can be developed and demonstrated within ePortfolios as part of a blended learning approach.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An exploratory study comparing two electronic portfolio approaches in undergraduate dietetic education

Porter

Kleve

Palermo

2015

Nutrition & Dietetics

View full text Add to dashboard Cite

show abstract

“…Portfolios have been shown to be effective within the dietetics profession as they place the responsibility for learning onto the student, a connection between theory and practice is made and their use promotes critical thinking. However, the time and resources required for using portfolios as a valid and reliable assessment method should be acknowledged …”

Section: Discussionmentioning

confidence: 99%

“…However, the time and resources required for using portfolios as a valid and reliable assessment method should be acknowledged. 15,[32][33][34] The present study is limited to the small purposive sample, which may not be transferable across all graduates prepared for entry across Australia. The sampling from across the country assists transferability, and the rigour employed in triangulation of data analysis assists credibility and dependability of the findings.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of assessment in the context of work‐based learning: Qualitative perspectives of new graduates

Palermo

Chung

Beck

et al. 2014

Nutrition & Dietetics

View full text Add to dashboard Cite

Aim Evaluation or assessment of competence is an important step to ensure the safety and efficacy of health professionals, including dietitians. Most competency-based assessment studies are focused on valid and reliable methods of assessment for the preparation of entry-level dietitians, few papers have explored student dietitians' perceptions of these evaluations. The present study aimed to explore the perceptions of recent graduates from accredited nutrition and dietetics training programs in Australia. It also aimed to establish the relevance of competency-based assessment to adequately prepare them for entry-level work roles. Methods A purposive sample of newly graduated dietitians with a range of assessment experiences and varied employment areas was recruited. A qualitative approach, using in-depth interviews with 13 graduates, was undertaken. Graduates were asked to reflect upon their competency-based assessment experiences as a student. Data were thematically analysed by multiple authors. Results Four themes emerged from the data analysis: (i) transparency and consistency are critical elements of work-based competency assessment; (ii) students are willing to take greater responsibility in the assessment process; (iii) work-based competency assessment prepares students for employment; and (iv) the relationship between students and their assessors impacts student experience and assessment performance. Conclusions Understanding this unique perspective of students can improve evaluation of future health professionals and assist in validating competency-based assessment approaches. Authorship:All authors contributed to the design of the study. CP conducted the interviews. CP and AC undertook the data analysis and drafted the manuscript. SA and EB performed subset of data analysis. All authors verified data analysis and contributed to development of manuscript. Conflict of Interest:The authors have no conflict of interest to declare.

show abstract

Assessment of Student Learning Using Electronic Portfolios in a Didactic Program for Dietetics and in a Dietetic Internship

Cited by 2 publications

References 0 publications

An exploratory study comparing two electronic portfolio approaches in undergraduate dietetic education

An exploratory study comparing two electronic portfolio approaches in undergraduate dietetic education

Evaluation of assessment in the context of work‐based learning: Qualitative perspectives of new graduates

Contact Info

Product

Resources

About