Perceptions of Assessment Processes, Enhanced Competency Integration, and Practice Preparation Among Future Education Model Graduate Program Alumni

Authors

Katherine Wiley, Rutgers UniversityFollow
Pamela Rothpletz-Puglia, Rutgers UniversityFollow
Laura Byham-Gray, Rutgers UniversityFollow
Jennifer Tomesko, Rutgers UniversityFollow

Author Biographical Information

Katherine K. Wiley, MIM, RD, LD (corresponding author), is a doctoral student at Rutgers, the State University of New Jersey, and a clinical assistant professor in the Department of Nutrition at Georgia State University.

Pamela Rothpletz-Puglia, EdD, RDN, is a professor in the Department of Family and Community Health Sciences at Rutgers, the State University of New Jersey (ORCID: 0000-0003-3112-0921).

Laura Byham-Gray, PhD, RDN, FNKF, is a professor and vice chair of research in the Department of Clinical and Preventive Nutrition Sciences at Rutgers University (ORCID: 0000-0002-0316-2086).

Jennifer Tomesko, DCN, RD, CNSC, is an associate professor in the Department of Clinical and Preventive Nutrition Sciences at Rutgers, the State University of New Jersey (ORCID: 0000-0002-7296-7048).

Abstract

Background: Competency-based assessment (CBE) focuses on applying knowledge and skills to progress from novice to expert in clinical areas. The Future Education Model Graduate Program (FEMGP) incorporates CBE to meet enhanced competencies for nutrition and dietetics. Objective: This study explored FEMGP graduates’ perceptions of assessment methods and practices and perceptions of enhanced competency (EC) integration and preparedness for entry-level practice. Methods: This was a basic descriptive qualitative study. Ninety-eight graduates from one FEMGP in the northeastern US were recruited via email to participate in one of 13 virtual focus groups from April-June of 2023. Directed content analysis was conducted with NVivo (version 14.0). Results: Seventeen graduates participated (15 female, 2 male). Barriers to weekly formative assessment practices included: difficulty interpreting the ECs, and time-consuming assessments. The weekly formative assessments were perceived as helpful and identified areas that needed improvement or skills to focus on for the next week. Participants felt they integrated informatics and nutrition intervention ECs into entry-level practice, but were not as confident about meeting the management, leadership, or pharmacology ECs. Conclusions: Graduates of this FEMGP felt prepared for entry-level practice and noted that the formative and summative assessments were helpful. Future student assessment processes may benefit from changes such as less frequent assessments, more in-depth training for preceptors on the EC interpretation, and the importance of providing effective feedback to students with an experiential learning component.

Recommended Citation

Wiley, Katherine; Rothpletz-Puglia, Pamela; Byham-Gray, Laura; and Tomesko, Jennifer (2024) "Perceptions of Assessment Processes, Enhanced Competency Integration, and Practice Preparation Among Future Education Model Graduate Program Alumni," Journal of Dietetic Education: Vol. 2: Iss. 2, Article 7.
Available at: https://ecommons.udayton.edu/jde/vol2/iss2/7