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Teacher, Gatekeeper, or Team Member: supervisor positioning in programmatic assessment.

Janica Jamieson1,2, Simone Gibson3, Margaret Hay3

  • 1Monash University, Melbourne, Australia. j.jamieson@ecu.edu.au.

Advances in Health Sciences Education : Theory and Practice
|December 5, 2022
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Summary
This summary is machine-generated.

Supervisors in programmatic assessment adopt

Keywords:
AssessmentCompetency-based assessmentHealth educationHigher educationLearner educator partnershipPowerProgrammatic assessmentSupervisors

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Area of Science:

  • Medical Education
  • Workplace Learning
  • Assessment Theory

Background:

  • Programmatic assessment is transforming competency-based education.
  • Understanding supervisor roles and perceptions is crucial for its success.
  • Previous research highlighted the impact of cultural and relational dynamics.

Purpose of the Study:

  • To explore how workplace supervisors perceive their positioning within programmatic assessment.
  • To analyze supervisor experiences using Positioning Theory.
  • To identify how supervisor roles influence the implementation of programmatic assessment.

Main Methods:

  • Secondary analysis of focus groups and interviews with 44 supervisors.
  • Application of Positioning Theory as a critical lens.
  • Qualitative exploration of supervisor experiences and perceptions.

Main Results:

  • Supervisors universally positioned themselves as 'Teachers,' with varied approaches to student empowerment.
  • Two distinct, mutually exclusive positions emerged: 'Gatekeeper' and 'Team Member.'
  • Gatekeeper positioning led to resistance due to challenged authority, while Team Member positioning fostered contribution and reduced assessment burden.

Conclusions:

  • Supervisor positioning significantly impacts the success of programmatic assessment.
  • Programmatic assessment challenges traditional supervisor roles and ideologies.
  • Recognizing and supporting supervisor positions is key to effective implementation and buy-in.