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Related Concept Videos

Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
Participant Modeling
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Related Experiment Video

Updated: May 14, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

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Published on: February 13, 2020

Workplace-based assessments in Foundation Programme training: do trainees in difficulty use them differently?

Colin Mitchell1, Sarita Bhat, Anne Herbert

  • 1Department of Medicine for the Elderly, St Mary's Hospital, Imperial College Healthcare NHS Trust, London, UK. colin.mitchell2@nhs.net

Medical Education
|February 13, 2013
PubMed
Summary
This summary is machine-generated.

Struggling medical trainees (FTiDs) showed subtle differences in workplace-based assessment (WPBA) assessor choices, favoring nurses for procedural skills and non-clinicians for peer assessments. Further research is needed to understand these patterns in postgraduate training.

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Area of Science:

  • Medical Education
  • Postgraduate Training Assessment
  • Workplace-Based Assessment (WPBA)

Background:

  • Trainee-led workplace-based assessment (WPBA) is integral to postgraduate medical education.
  • Understanding the behavior of trainees in difficulty (FTiDs) is crucial for effective assessment.
  • Differences in WPBA use may offer insights into struggling trainees' performance.

Purpose of the Study:

  • To compare the WPBA usage patterns of Foundation Programme trainees in difficulty (FTiDs) with their peers.
  • To identify specific differences in assessor selection by FTiDs.
  • To inform the implementation of WPBA in postgraduate medical training.

Main Methods:

  • Analysis of 76,115 workplace-based assessments from 1900 UK Foundation Programme trainees.
  • Identification of 95 (5%) trainees categorized as being in difficulty (FTiDs).
  • Use of multiple logistic regressions to compare WPBA behaviors between FTiDs and their peers.

Main Results:

  • FTiDs were more likely to select nurse assessors for direct observations of procedural skills (OR 7.05).
  • FTiDs were significantly more likely to select non-clinical assessors for mini-peer assessments (OR 30.44).
  • Only two statistically significant differences were found out of 48 comparisons.

Conclusions:

  • Assessor choice for FTiDs appears influenced by familiarity and the perceived likelihood of a positive assessment.
  • This study did not find significant overall differences in WPBA use between FTiDs and their peers.
  • Null results highlight the need for further qualitative research into struggling trainees' WPBA engagement.