Getting lost in translation? Workplace based assessments in surgical training

Area of Science:

• Medical Education
• Surgical Training
• Assessment in Healthcare

Background:

• Workplace based assessments (WBAs) are core to UK surgical training.
• The General Medical Council (GMC) advocates for WBAs as formative tools for learning, not summative evaluations.
• Current WBA implementation prioritizes summative aspects, undermining formative learning.

Purpose of the Study:

• To analyze the discrepancy between the intended formative use of WBAs and their actual implementation in surgical training.
• To explore the reasons behind the misuse of WBAs, including a lack of understanding among trainees and trainers.
• To introduce proposed changes by the GMC aimed at enhancing the effectiveness of workplace assessments.

Main Methods:

• Qualitative analysis of current WBA practices in UK surgical training.
• Review of GMC guidelines and recommendations regarding assessment in medical education.
• Exploration of trainee and trainer perceptions of WBAs.

Main Results:

• Trainees perceive WBAs as "tick-box exercises" that hinder training.
• Increased WBA quotas (from 24 to 40 annually) exacerbate the issue.
• Misuse stems from a misunderstanding of the formative benefits of WBAs.

Conclusions:

• The current system of WBAs is not fully realizing its formative potential in surgical training.
• Proposed changes, including 'supervised learning events' and 'assessments of performance', aim to refocus on learning.
• Successful integration of new assessment methods is crucial for improving surgical education outcomes.