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Trainee doctors' views on workplace-based assessments: Are they just a tick box exercise?
Taruna Bindal1, David Wall, Helen M Goodyear
1Department of General Paediatrics, Alexandra Hospital, West Midlands, UK. Taruna.Bindal@worcsacute.nhs.uk
Medical Teacher
|October 26, 2011
Summary
Workplace-based assessments (WBAs) were introduced for UK junior doctors in 2007. While trainees know how to conduct WBAs, they are ambivalent about their reflection of capabilities, citing difficulties in finding assessors and retrospective completion, indicating a need for cultural change.
Area of Science:
- Medical Education
- Paediatric Training
- Workplace-Based Assessments
Background:
- Introduction of run-through specialty training and workplace-based assessments (WBAs) for UK junior doctors in August 2007.
- WBAs are a key component of modern medical education, aiming to evaluate trainee competence in real-world settings.
Purpose of the Study:
- To explore the successful integration of WBAs into paediatric training programmes.
- To assess trainee perceptions and experiences with WBAs.
Main Methods:
- A 20-item questionnaire was distributed to regional paediatric trainees.
- Quantitative analysis of Likert scale responses and qualitative analysis of free-text comments.
Main Results:
- High trainee response rate (87%) and good study reliability (Cronbach's alpha 0.813).
- Most trainees (92%) knew how to conduct WBAs, but expressed ambivalence regarding their accuracy in reflecting capabilities (mean Likert score 3.46).
- Significant challenges included finding assessors (40% refusal rate), retrospective assessment (almost 50%), and inconsistent provision of constructive feedback.
Conclusions:
- A cultural shift is necessary to perceive WBAs as valuable educational tools rather than mere administrative tasks.
- Implementation requires enhanced training on the formative assessment value of WBAs and protected consultant time for supervision.
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