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Profiling postgraduate workplace-based assessment implementation in Ireland: a retrospective cohort study
Aileen Barrett1, Rose Galvin2, Yvonne Steinert3
1Education and Professional Development Unit, Royal College of Physicians of Ireland, Frederick House, 19 South Frederick St, Dublin 2, Ireland ; School of Medicine, College of Medicine and Health Sciences, Brookfield Health Sciences Complex, University College Cork, Cork, Ireland.
Workplace-based assessment (WBA) in Irish medical training shows varied implementation. While most trainees completed assessments, feedback quality and timing were inconsistent, potentially limiting formative impact.
Area of Science:
- Medical Education
- Health Professions Education
- Assessment in Medicine
Background:
- Workplace-based assessment (WBA) was integrated into Irish postgraduate medical training in 2010.
- This study examines the implementation and formative use of WBA in Basic and Higher Specialist Training (BST/HST) programmes.
Purpose of the Study:
- To explore the implementation of WBA in Irish medical training.
- To determine if WBA is being utilized formatively as intended.
Main Methods:
- Retrospective cohort study analyzing trainee ePortfolios from 2012-2013.
- Data extraction from 1142 WBAs across 29 BST/HST programmes.
- Analysis of assessment requirements, feedback provision, and timing.
Main Results:
- All programmes mandated specific WBA types (e.g., case-based discussions, mini-Clinical Evaluation Exercises).
- Feedback was provided on 44.9% of assessments, with significant heterogeneity in quality and length.
- Most WBAs were completed late in the academic year, potentially hindering timely feedback and improvement.
Conclusions:
- Significant heterogeneity exists in WBA implementation and feedback quality.
- Late completion of WBAs may impede the formative potential of assessment.
- Further research is needed to optimize the value of formative assessment in postgraduate medical education.
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