Perspectives 2018: Carolyn Lordon
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Panel Discussion: Regulatory Challenges in the Assessment of IEDs
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Perspectives 2018: Carolyn Lordon
- 1. Carolyn Lordon “Regulatory Challenges in the Assessment of IEDs” College of Dietitians of Ontario Plenary III Panel Discussion: Content Development: From Blueprinting to Scoring
- 2. Prior Learning Assessment and Recognition (PLAR) Process for Internationally-Educated Dietitians (IEDs) • Dietetics Profession in Canada • Professional Regulatory Body • Development of New Prior Learning Assessment and Recognition (PLAR) Process Carolyn Lordon, College of Dietitians of Ontario
- 3. Assessment of: -Academic education and practical training - Proof of language proficiency Eligible Write the Knowledge and Competency Assessment Tool (KCAT) Level 1 Complete the Performance-Based Assessment (PRA) Pass Successfully complete the Jurisprudence Knowledge and Assessment Took (JKAT) Write national registration exam Optional – Temporary Certificate of Registration Level II Level II or III IEPN Certificate: Candidates who achieve Level II on KCAT then complete IEPN certificate may challenge the PBA IEPN Certificate & Practicum: Candidates who achieve Level II on KCAT then complete both the IEPN certificate and practicum may complete the JKAT before registering for the national registration Examination Options: •Self-study and rewrite the KCAT •Pursue an accredited dietetics degree and internship in Canada Fail Options: •Self-study and rewrite the PBA •Pursue an accredited dietetics degree and internship in Canada Prior Learning Assessment and Recognition (PLAR) Process for Internationally-Educated Dietitians (IEDs) Multi-phase process – Purposeful •Majority applicants likely to require bridging •Avoid subjecting applicants to cost and stress of unnecessary assessment Small numbers •Cost a necessary consideration
- 4. Regulatory Considerations Carolyn Lordon, College of Dietitians of Ontario Transparent • Stakeholder involvement – other provincial regulatory bodies (labour mobility); IEDs; Educators • Regular updates – Advisory Committee; Dietitians; Ministry; Office of the Fairness Commissioner Objective • Expert Advice – Touchstone (Psychometrics; Language; Item-writing; Administration) • Reflects National Competency Standards • Process • Scoping – (2 days) to ensure clarity regarding the purpose of the exam • Blueprinting – (2 days) to ensure alignment with purpose; alignment with national standards • Item writing • Representativeness of Participants – Scoping to Item Writing • Regulators; Dietitians, and Educators (undergrad; internship; bridging) • Areas of Practice • IEDs • Representativeness of Participants – Pilot • New Members – Canadian-Educated • New Members – Internationally Educated • Canadian Trained Graduates (completed degree but not internship) • IEDs enrolled in bridging program • Graduates of Nutritional Science degree (Non-professional degree; includes science of nutrition, but missing professional practice; Inter-professional communications; Food Services; Population and Public Health) Impartial • Multiple choice • Involvement of psychometric experts • Project Managers • Item writers (representative – not CDO staff) Fair • Definitions of Canadian terms • Remember purpose • Minimum standard (Scoping/blueprinting) • Communication/interpretation of results (not for ranking) • Cost • Avoids having applicants complete unnecessary assessments or courses • Directs applicants to appropriate pathway earlier
- 5. 2018 Perspectives Symposium January 22, 2018 #TSINPerspectives2018
Editor's Notes
- Dietetics Profession in Canada Education includes 4-year undergraduate degree 1-year practical training National exam Three areas of practice – Nutrition Care; Food Services Management; Population and Public Health National competencies reflect all three areas of practice Identifies foundational knowledge, as well as competencies to be assessed during degree, practical training and/or national exam Smaller profession (4000 members in Ontario) Professional Regulatory Body Registration Process - sets standards for registration and assesses applicants against those standards Obligations – Transparent, Objective, Impartial, Fair 20-40 Assessments per year Development of New Prior Learning Assessment and Recognition (PLAR) Process Intended to address weaknesses in current credential (paper-based) assessment High stakes – therefore must be defensible Affordable (for the College and for applicants)
- Chart (appears on screen). Multi-phase process box (CLICK 1)
- Limitations of Credential Assessment Limitations Difficulty accessing all required documents Determining document authenticity is difficulty Inconsistent quality of translations Doubts about whether it reflects current knowledge Does not consider currency Marks not considered Only considers formal education Outcomes Costly for applicant Time consuming Risk of fraudulent documentation Variations in translations impact assessment Over- or under-estimate of knowledge and competence Inconsistent assessment outcomes May result in over- or underestimate of knowledge and competence Limitation: Difficulty accessing all required documents Outcome: Costly for applicant, Time Consuming Limitation: Determining document authenticity is difficulty Outcome: Risk of fraudulent documentation Limitation: Inconsistent quality of translations Outcome: Variations in translations impact assessment Over- or under-estimate of knowledge and competence Inconsistent assessment outcomes Limitation: Doubts about whether it reflects current knowledge Does not consider currency Marks not considered Only considers formal education Outcome: May result in over- or underestimate of knowledge and competence Regulatory Considers Table (CLICK 2) Transparent Stakeholder involvement – other provincial regulatory bodies (labour mobility); IEDs; Educators Regular updates – Advisory Committee; Dietitians; Ministry; Office of the Fairness Commissioner Objective Expert Advice – Touchstone (Psychometrics; Language; Item-writing; Administration) Reflects National Competency Standards Process Scoping – (2 days) to ensure clarity regarding the purpose of the exam Blueprinting – (2 days) to ensure alignment with purpose; alignment with national standards Item writing Representativeness of Participants – Scoping to Item Writing Regulators; Dietitians, and Educators (undergrad; internship; bridging) Areas of Practice IEDs Representativeness of Participants – Pilot New Members – Canadian-Educated New Members – Internationally Educated Canadian Trained Graduates (completed degree but not internship) IEDs enrolled in bridging program Graduates of Nutritional Science degree (Non-professional degree; includes science of nutrition, but missing professional practice; Inter-professional communications; Food Services; Population and Public Health) Impartial Multiple choice Involvement of psychometric experts Project Managers Item writers (representative – not CDO staff) Fair Definitions of Canadian terms Remember purpose minimum standard (Scoping/blueprinting) communication/interpretation of results (not for ranking) Cost Avoids having applicants complete unnecessary assessments or courses Directs applicants to appropriate pathway earlier