Orientation to Unit 2

Planning the assessment process is essential to its effectiveness. In this unit, you will focus on aspects that you must consider before and after the placement, to ensure a fair and transparent assessment.

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Planification

Introduction to planning

The first step of the assessment process is planning. It is crucial because it enables you to be prepared for subsequent steps and to acquire an overview of the whole assessment procedure.

In addition, planning the assessment ensures consistency in the trainee’s learnings, while framing what will later be part of the assessment. 

Reflection question


What steps did you take before and during the placement to prepare for your trainee’s assessment?

Feedback

Indeed, planning involves various tasks. Following are the main tasks associated with planning:

  • Establish a pedagogical alliance with your trainee, which will facilitate the assessment process
  • Forge a trusting relationship
  • Address learning objectives and expectations with your trainee and write them down
  • Foster the trainee’s learning position by encouraging him to:
    • Ask questions openly while you take time to answer them with him
    • Be self-confident and highlight his own successes
    • Assess his own sense of competency in terms of his ability to work throughout the placement
  • Determine the methods you will use to collect information on your trainee’s performance and discuss these with him (this topic will be covered further in Unit 3)
  • Set meetings dates with your trainee for formal assessments (mid-placement, end-of-placement)
  • Discuss the moments reserved for informal assessments
  • Carefully read academic documents and the occupational referential for a given profession
  • Determine criteria, indicators and descriptors that will lead to assessing the trainee’s competencies

References

Why is it important to be well prepared?

“Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.”

Albert Einstein (1879 - 1955)

As we cannot evaluate a fish for his ability to climb up a tree, the trainee cannot be assessed based on criteria that are not aligned with his professional journey. Hence, the importance of preparing his assessment effectively cannot be overestimated. Indeed, a lack of planning may have adverse effects on the whole assessment process, and on your trainee.

Complete the following activity to discover these effects.

assignment Activity: A poorly prepared assessment


info_outline Instructions:

  1. View the following simulation by clicking on the button. A new window will open.
  2. To close it, click on the area outside the simulation.
  3. Click on to turn on the "Subtitles/closed captions (c)" and select your language in the "Settings" .
  4. Answer the question.
  5. See our feedback.

Video: A poorly prepared assessment

Transcript (.pdf, 138 Ko)

Note:

Restrictions imposed during the COVID-19 pandemic prevented the shooting and production of videos. As a short-term solution, we developed animations for this training. As soon as possible, they will be replaced by video capsules.

Feedback

Literature refers to the multiple consequences of a poorly prepared assessment, including:

  • The trainee is dissatisfied, because he received an incomplete and inadequate assessment, and his questions remained unanswered.
  • The trainee’s morale is affected negatively, which in turn impacts the quality of care provided to clients.
  • The relationship between the trainee and the supervisor deteriorates.
  • The benefits of an assessment are wiped out. It may even become harmful, because the trainee’s motivation and self-esteem are rattled.
  • The academic milieu is ill-informed about the trainee’s competencies and may award him a degree while he is not well prepared to start his career.

Throughout this unit, you will explore planning strategies that will allow you to avoid these consequences, while optimizing the assessment process.

Establishing a pedagogical alliance

Before proceeding to the assessment, some groundwork needs to be done with your trainee. It is important to mention that an assessment is a bidirectional process, meaning that the trainee should be an integral part of the process, rather than merely “being subjected to it”. In this regard, Telio et al. (2015, 2016) suggest creating a “pedagogical alliance” with the trainee.

A supervisor and her trainee sitting, facing each other, having a conversation.

When a sound alliance is forged, you and your trainee:

A supervisor and her trainee are looking at each other, smiling.

Develop a relationship where you mutually appreciate one another, trust and respect each other

(1/3)
Two men are having a conversation.

Share a common understanding of the assessment process

(2/3)

Therefore, sound communication is crucial to the development of such an alliance.

Let’s see how to create this alliance.

assignment Activity: Misunderstanding about expectations

info_outline Instructions:

  1. View the simulation by clicking on the button. A new window will open.
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  3. Click on to turn on the "Subtitles/closed captions (c)" and select your language in the "Settings" .
  4. Answer the question.
  5. See our feedback.

Video: Misunderstanding about expectations

Transcript (.pdf, 133 Ko)

Feedback

You must have noticed that the trainee and supervisor had not established a pedagogical alliance and that, as a result, the trainee was not included in the assessment process. In the following sections, you will explore steps that the supervisor could have taken to prevent this misunderstanding.

Establishing a trusting relationship with your trainee

Creating a good relationship with your trainee is the most important aspect of a pedagogical alliance.

Conversely, a bad relationship may impede the trainee’s learning, because he will see no value in the supervisor’s assessment. In fact, the supervisor loses credibility with the trainee if he perceives the supervisor’s lack of commitment or does not feel that he is a key stakeholder in the assessment process. He will then ignore the supervisor’s comments, even when they may be relevant.

A trainee looks at her supervisor with contempt.

Predictably, a relationship that is “too good” may also become a problem, because the supervisor is more inclined to be influenced by cognitive biases. In fact, when the supervisor gets along very well with the trainee and they share common traits, it is difficult for the supervisor to negatively assess the trainee, for fear of hurting his feelings.

Following are principles that will guide you in developing a healthy relationship with your trainee.


info_outline Instructions: Click on the following images to know more about the important aspects of relationships.


The relationship is based on trust: trust is crucial in a relationship. Trust can be defined as “the feelings and attitudes that participants (in the context of supervision) have toward one another and the manner in which these are expressed.”.

In the evaluation process, trust between the supervisor and the trainee is even more important. A trusting relationship impacts:

  • The trainee’s motivation and commitment
  • The trainee accepting or refuting the supervisor’s feedback

When parties do not trust each other, the trainee tends to resist feedback and the supervisor tends to “scrutinize” the trainee.

The relationship evolves in a safe environment: the trainee must feel that the environment allows him to openly discuss his concerns with his supervisor. The supervisor must be open-minded and show empathy to create a healthy climate, where the trainee can experiment without his emotions (fears, stress) hindering his learning.

A healthy environment will lead to both parties feeling comfortable when discussing a variety of topics, even the most delicate ones. The supervisor can address the trainee’s challenges without him getting defensive.

To learn more about aspects that come into play in optimizing the relationship with your trainee, see the online workshop Building a climate of trust

Did you know that…

During an assessment, the relationship between a supervisor and a trainee can be likened to that of tango partners.

This Latin American dance is composed of complex steps that are at once predictable and unexpected. The dancers’ emotions affect their movements. Listening, understanding and exchanging with one’s partner are at the heart of tango.

As with tango, the assessment can be planned, but some elements may be difficult to predict. The supervisor and trainee must quickly adapt to one another and follow the rhythm. Their emotional reactions may also influence their interactions.

Clarifying expectations of both parties and determining learning objectives

Since it is important for you and your trainee to enjoy a trusting relationship, you should include him from the start of the assessment process, so you can come to a common understanding. To do so, you must first meet with your trainee in order to:

Card image

Clarify expectations

Card image

Write the objectives

Clarify expectations

In getting involved in a placement setting, the trainee must, as any health professional, presume that some responsibilities will be expected of him.

From the beginning of the placement, your expectations must be clear and must be revisited along the way. A discrepancy between your expectations and those of your trainee in terms of performance and behaviours can lead to conflicts, disappointment, disillusion, thus reducing the student’s involvement in his learning.

The supervisor has expectations regarding professional behaviours, the trainee’s commitment to his learning and his assessment. For example, the supervisor may ask the trainee to:

  • Self-assess during the placement, in terms of predefined expectations and objectives
  • Discuss how to improve his performance during assessment sessions

As for assessment, the supervisor calls on the trainee to share his expectations regarding the frequency and type of feedback he wishes to receive.

A trainee talks with her supervisor to explain her self-assessment and the means she will choose to improve

To formalize this commitment, it may be useful to specify both parties’ expectations in writing and to sign the document.

To do so, we suggest the list of Expectations of the Trainee, that you can adapt based on your setting’s needs.

info_outline Instructions:

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Description

What is the document Expectations of the Trainee?

By being involved in a placement setting, the trainee, as would any healthcare professional, must presume that some responsibilities are expected of him. Consequently, it is essential to the smooth progress of the placement, that these responsibilities are conveyed to all the parties involved, from the start of the clinical placement.

This document must be signed by the trainee. It will attest to his understanding of responsibilities listed in the document.

Expectations of the Trainee is useful for the trainee to:
  • Understand the setting’s requirements
  • Adopt professional manners and know-how that align with the setting expectations
  • Limit misunderstandings, errors of judgement and conflicts with the supervisor

Tool

Expectation of the Trainee is useful for the supervisor to:
  • Communicate his expectations of the placement progress
  • Facilitate the trainee’s integration into the clinical environment
  • Ensure compliance with procedures and regulations
  • Review the list during the evaluation or in case of problematic situations
What does the document contain?

It is an enumeration of behaviours and attitudes that the trainee must adopt for a successful placement.

The supervisor can adapt the list according to the setting’s needs.

References

Centre intégré universitaire de santé & de services sociaux du Centre-Sud-de l’Île-de-Montréal. (2018). Guide du stagiaire. Retrieved on June 10, 2019 from the website: https://ciusss-centresudmtl.gouv.qc.ca/sites/ciussscsmtl/files/media/document/GuideStagiaireCCSMTL.pdf

Direction de l’admission & du perfectionnement. (2016). Guide du stagiaire internat. Retrieved on June 10, 2019 from the website of the Ordre des pharmaciens du Québec: https://www.opq.org/doc/media/423_38_fr-ca_0_2016_03_15_guide_stagiaire_internat.pdf

École de santé publique de l’Université de Montréal. (n. d.). Responsabilités des différents intervenants impliqués Retrieved on June 10, 2019 from the website:. https://espum.umontreal.ca/fileadmin/espum/documents/DAS/ResponsabilitesDifferentsIntervenants_impliques_QUEOPSi.pdf

Ellis, M. V. (2017) Clinical supervision contract & consent statement and supervisee rights and responsibilities. The Clinical Supervisor, 36(1), 145-159.

Falender, C. A. & Shafranske, E. P. (2017). supervision essentials for the practice of competency-based supervision. American Psychology Association.

Ordre des pharmaciens du Nouveau-Brunswick. (2017). Responsabilités des précepteurs & des stagiaires Retrieved on June 10, 2019 from the website:. https://nbcp.in1touch.org/document/3400/Responsibilities%20of%20Preceptor%20and%20Students%20%20FR.pdf

Scaife, J. (2019). Supervision in Clinical Practice – A Practitioner’s Guide. Routledge.

Université de Montréal. (2017). Guide de stage en physiothérapie. Retrieved on June 14, 2019 from the website of the École de réadaptation de la Faculté de médecine de l’Université de Montréal:. https://readaptation.umontreal.ca/wp-content/uploads/sites/21/2012/07/Guide-stage-continuum-version-2017.pdf

Université d’Ottawa. (n.d.). Responsabilité du stagiaire. Retrieved on June 10, 2019 from the website of the Clinique interprofessionnelle de réadaptation: https://sante.uottawa.ca/clinique-interprofessionnelle/formation-etudiants/preparation-aux-stages/responsabilite-stagiaire

Write the objectives

For the trainee to be motivated to learn, he needs to have clear objectives. He must discuss them with you and clearly spell them out with your help.

Hence, you need to :

In addition to motivating the trainee, personal objectives are a good way of assessing your trainee’s progress. If he achieves his personal objectives early on in the placement, define new ones with him. Conversely, if it seems improbable that he achieves his objectives, have a discussion about it and modify them. You should also refer to the objectives when you provide feedback to your trainee.

A few tools are available to help a trainee formulate his personal learning objectives. You can review and discuss them with your trainee, so objectives are written in compliance with the format determined by the academic setting. Detailed objectives help define expectations.

Description

What is the Taxonomy of Learning Objectives?

The Taxonomy of Learning Objectives, also called hierarchal ordering of learning objectives, was developed in 1956 by Bloom and his collaborators. At that time, this classification consisted of three domains (cognitive, affective and psychomotor). The taxonomy related to cognition is the most well-known. Each domain is assigned a hierarchy.

pyramide Blooms_Taxonomy  pyramide Blooms_Taxonomy

The six levels of taxonomy for the cognitive domain

The lowest levels of the pyramid are simple, whereas those at the top are more complex. Indeed, knowledge (memorizing information) requires little skills when compared to evaluation that calls for the application of theory through comparisons, analyses and critical thinking. Each level must be attained before reaching the summit.

Tool

In 2001, Bloom’s collaborators and former students suggested a renewed version of this taxonomy, integrating new data coming from cognitive sciences. This terminology is based on intellectual activities, also hierarchized. Each of these intellectual activities can be performed according to different types of knowledge (factual, conceptual, procedural or metacognitive). In this version, a taxonomy table was designed to classify the desired objective in accordance with the intellectual activity and the type of knowledge. To facilitate understanding of intellectual activities of the revised version, and to make an analogy with levels of the cognitive domain, intellectual activities are presented in the form of a pyramid.

La taxonomie du domaine cognitif  La taxonomie du domaine cognitif

The six levels of intellectual activities under Bloom’s revised taxonomy (2001)

The Taxonomy of Learning Objectives is useful for the trainee to:
  • Be precise in identifying what he wants to learn from the supervisor
  • Diversify and expand his learnings
  • Position his progress versus where he needs to be at the end of his placement
The Taxonomy of Learning Objectives is useful for the supervisor to:
  • Target the desired level of ability
  • Diversify the types of learning experiences he will provide to the trainee
  • Plan and organize his procedures to help the trainee progress within the set timeline
  • Focus his guidance on objectives that need to be achieved
References

Adams, N. E. (2015). Bloom’s taxonomy of cognitive learning objectives. Journal of the Medical Library Association: JMLA, 103(3), 152.

Anderson, L. W., Krathwohl, L. W., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., Raths, J., Wittrock, M. C. (2001). A Taxonomy for Learning, Teaching, and Assessing: A revision of Bloom’s taxonomy of educational objectives.Longman.

Austin, Z. (2016). How to design and use learning objectives in clinical teaching: Understanding the value of learning objectives and what makes a successful one. The Pharmaceutical Journal, 296(7885), 1-8.

Bloom, B. (1974). Taxonomy of Learning Objectives. Tome 1. Domaine cognitif.Les entreprises de l’éducation nouvelle.

Gopee, N. (2015). Mentoring and Supervision in Healthcare.Sage Publications.

Legendre, R. (2005). Dictionnaire actuel de l’éducation (3e éd.).Guérin.

Raynal F. & Rieunier A. (2014). Pédagogie, dictionnaire des Key concepts : Apprentissage, formation, psychologie cognitive (10e éd.). ESF Éditeur.

Description

What are SMART and ABCDE Methods?

In the context of a placement, objectives must be formulated precisely, and they also need to comply with particular criteria in order to be achieved.

Objectives are avenues to be followed by the supervisor and trainee alike. They act both as a structure to clarify learnings that must be achieved, and as a communications tool to encourage dialogue between the supervisor and trainee about behaviours that the trainee needs to adopt. If the intention is not clear from the start, it will be at risk of never being accomplished.

Lorsque vient le temps de déterminer des objectifs dans le cadre d’un stage, non seulement doivent-ils être formulés de façon précise, mais ils doivent aussi respecter certains Criteria afin de pouvoir être réalisés.

Deux formats sont possibles pour rédiger des objectifs, la méthode SMART & la méthode ABCDE.

Tool

SMART and ABCDE Methods are useful for the trainee to:
  • Understand what is expected of him
  • Target his interests when developing objectives
  • Set objectives that motivate him and lead him to outdo himself
SMART and ABCDE Methods are useful for the supervisor to:
  • Discuss his expectations clearly and consistently
  • Determine his teachings based on learnings the trainee must acquire
  • Assess the relevancy of resources made available to the trainee (tools, references, material, etc.)
  • Follow-up on the trainee’s progress and make required adjustments
References

Austin, Z. (2016). How to design and use learning objectives in clinical teaching: Understanding the value of learning objectives and what makes a successful one. The Pharmaceutical Journal, 296(7885), 1-8.

Donninger, S. (2016). Objectifs marketing SMART : 5 Criteria indispensables. Retrieved from the website of the agence Copernic. https://www.agence-copernic.fr/blog/objectif-smart

Granger, R. (2019). La méthode SMART pour fixer des objectifs efficacement. Retrieved on May 23, 2019 from the website Manager Go! https://www.manager-go.com/management/dossiers-methodes/smart

Lorio, E. (2015), Des objectifs SMART. Retrieved on May 23, 2019 from the website: https://lorio.eu/des-objectifs-smart/

Ordre professionnel des diététistes du Québec. (2016). Guide du portfolio de développement professionnel pour les diététistes/nutritionnistes membres de l’OPDQ. Retrieved on May 23, 2019 from the website https://opdq.org/wp-content/uploads/2016/02/Guide_PDP_Final-3.pdf

Sauvage, M. (2019). Comment se fixer des objectifs SMART en 2019? (définition = exemples). Retrieved on May 23, 2019 from the Inbound Value website: https://www.inboundvalue.com/blog/objectifs-smart

Discuss the learning contract

Reaching an agreement on the placement process leads to harmonizing expectations about how the placement will progress, in turn fostering the establishment of a pedagogical alliance. To do so, we suggest developing a learning contract with your trainee.

The learning contract is a written document that includes:

  • General information about the placement (name of trainee and supervisor, placement location, duration, types of supervision, etc.)
  • Learning objectives (academic and personal), previously discussed criteria and indicators
  • Support strategies that will lead to achieving the objectives
  • Assessment methods that you will use
  • Specific dates of meetings and assessments
Screenshot of the Learning Contract tool

The contract must be signed as soon as possible and it is important that both parties approve the terms that are set out. Discrepancies can lead to misunderstandings that will eventually jeopardize the functional rapport between you and your trainee.

A trainee and his supervisor are smiling while reviewing a list of expectations.

Ideally, a discussion with your trainee, addressing the contract as well as the list of expectations (see this tool in the basket), would be the most comprehensive way to ensure that your trainee has all the information he needs to experience an efficient placement. These documents can also serve as additional references during mid-placement and end-of-placement assessments.

To assist you, we provide a model learning contract that you can adapt to the specific needs of each placement setting.

Description

What is the Learning Contract?

It is a written document underlining the obligations of the parties involved, in this case the supervisor and trainee, toward the academic institution and the clinical setting). Through this contract, the trainee is committed to the format of his learning, thus increasing his motivation to be successful. The contract leads to the mutual establishment and agreement on modalities that will frame the placement, in order to harmonize each party’s expectations of the process. Modalities identify the trainee’s needs and interests, set consistent and relevant objectives, specify resources made available and structure these terms with specific dates and criteria used to evaluate the objectives achieved, while fostering a personalized approach.

The contract must be signed as soon as possible. However, the trainee and supervisor need to take time to get to know each other and assess their mutual expectations. It is very important that both parties discuss and approve the terms of the contract. If different intents remain unspoken from the start, this disparity can lead to misunderstandings that may eventually jeopardize the functional relationship between the trainee and supervisor.

Tool


Ideally, it would be beneficial to discuss the contract with the trainee at the same time as the Expectations of the Trainee. It is the best way to ensure that he has all of the required information to facilitate a flowing process. These documents can also be used as additional references during mid-placement and end-of-placement evaluations

The contract’s content may vary, given the individual needs of each placement setting, as well as along the placement. Elements of the contract can be negotiated, subject to the needs and challenges encountered as time goes on. The contract evolves with the trainee’s progress. Objectives set initially are not fixed; they can be rewritten regularly, to reach different goals or further develop new competencies.

The Learning Contract is useful for the trainee to:
  • Understand how supervision works (supervisor’s roles, observation, feedback, evaluation) and clarify any ambiguity
  • Harmonize his expectations with those of the supervisor
  • Share responsibility for his learnings
  • Create a trusting relationship with the supervisor
The Learning Contract is useful for the supervisor to:
  • Clarify his expectations concerning the placement process
  • Adjust his work methods so they conform to program requirements
  • Adapt his activities so they are conducive to achieving objectives that were set
  • Identify strategies that optimize learnings
  • Harmonize his expectations with those of the trainee
  • Express his interest in building a trusting relationship with the trainee

Reference

References

Bernard, J. M. & Goodyear, R. K. (2019). Fundamentals of clinical supervision (6e éd.). Pearson.

Ellis, M. V. (2017). Clinical supervision contract & consent statement and supervisee rights and responsibilities. The Clinical Supervisor, 36(1), 145-159.

Falender, C. A. & Shafranske, E. P. (2017). Supervision essentials for the practice of competency-based supervision. American Psychology Association.

Gopee, N. (2015). Mentoring and supervision in healthcare. Sage Publications.

Scaife, J. (2019). Supervision in clinical practice: A practitioner's guide. Routledge.

Université de Montréal (2017). Guide de stage en physiothérapie. Retrieved on June 14, 2019 from the website of the École de réadaptation de la Faculté de médecine de l’Université de Montréal: https://readaptation.umontreal.ca/wp-content/uploads/sites/21/2012/07/Guide-stage-continuum-version-2017.pdf

Mutually understanding what needs to be assessed

The planning step also requires a pause, to review the competencies that will need to be assessed during the placement. Depending on the academic program your trainee is enrolled in, you will need to assess his performance on the basis of:

  • Competencies in the form of predetermined objectives (as discussed earlier)
  • Competencies broken down into criteria, indicators and sometimes, descriptors (competency-based approach)

In the latter case, it involves reading, at the onset of the placement, criteria and indicators associated with each competency, ensuring that they are well understood by you and your trainee.

First, let’s see what constitutes sound criteria, indicators and descriptors.


info_outline Instructions: Click on the squares to learn more.

Competencies

Criteria

Indicators

Descriptors

Download the printable version: Drawing distinctions between criteria, indicators and descriptors (.pdf, 254 Ko).


assignment Activity: Determine the criterion and indicator


info_outline Instructions:

  1. Read the expected competencies.
  2. Identify one criterion and one indicator that would lead to a more objective assessment.

Competency: Demonstrates professionalism.

Competency: Demonstrates professional expertise.

Feedback

Here are a few suggested answers.

Competency: Demonstrates professionalism.

Criterion

  • The trainee behaves respectfully with the patient

Indicators

  • The trainee addresses the patient using Mister or Misses
  • The trainee questions the patient to deepen his understanding of the situation
  • The trainee makes sure to position the patient comfortably

Competency: Demonstrates professional expertise.

Criterion

  • The trainee develops an intervention plan

Indicators

  • The trainee develops an intervention plan that takes into account the patient’s language
  • The trainee develops a plan that takes into consideration the patient’s current condition (just enough, without major challenges)

What about the assessment documents that you use?

Finally, as planning performance assessment requires a meticulous process, we provide you with a Planning Checklist (.pdf, 140 Ko) to help you remember strategies that can be used at this step.

Key concepts

Throughout this unit, you explored various aspects that will allow you to forge a pedagogical alliance with your trainee, which will in turn ensure that your trainee’s assessment process starts on the right foot:

  • It is essential to build a trusting relationship with your trainee so that both parties communicate openly.
  • Discussions about mutual expectations, learning objectives as well as criteria, indicators and descriptors, which will be part of the trainee’s assessment foster mutual understanding and prevent any disagreement.
  • The development of a learning contract with your trainee will set out in writing the assessment process used during the placement (objectives to achieve, assessment methods and dates, etc.) and ensure that both parties are in agreement on these matters.

Continue to Unit 3

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