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Related Experiment Video

Updated: Mar 10, 2026

Use of Galvanic Skin Responses, Salivary Biomarkers, and Self-reports to Assess Undergraduate Student Performance During a Laboratory Exam Activity

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Published on: February 10, 2016

Student perceptions of workplace-based assessment.

Jason Ali¹, Aaron Goh¹

¹Department of Surgery, University of Cambridge, Addenbrookes Hospital, Cambridge, UK.

The Clinical Teacher

|December 17, 2016

Summary

Medical students often view workplace-based assessments (WBAs) negatively. Understanding WBAs, not just experience, significantly improves student perceptions, suggesting improved training exposure is key.

Area of Science:

Medical Education
Healthcare Professional Training
Assessment in Medicine

Background:

Workplace-based assessments (WBAs) are integral to postgraduate medical training.
Trainee negativity towards WBAs is a prevalent issue.
Understanding student perceptions is crucial for effective implementation.

Purpose of the Study:

To investigate medical student understanding and perceptions of WBAs.
To identify factors influencing student attitudes towards WBAs.

Main Methods:

A questionnaire was administered to final-year medical students.
Data analysis included positivity estimates and subgroup comparisons.
Investigated correlations between WBA experience, understanding, and perceptions.

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Main Results:

71% of students completed the questionnaire.
While 90% reported benefiting from WBAs, experience did not correlate with positive perceptions.
Strongly positive perceptions were linked to a good understanding of WBAs.
Negativity towards WBAs was prevalent, citing time constraints and 'tick-box' concerns.

Conclusions:

Medical students generally hold negative perceptions of WBAs.
Understanding WBAs, rather than mere experience, positively influences perceptions.
Optimizing WBA exposure is essential to foster positive attitudes for future professional careers.