Fostering teaching-learning through workplace based assessment in postgraduate chemical pathology residency program...

Area of Science:

• Medical Education
• Residency Training
• Chemical Pathology

Background:

• Workplace based assessment (WBA) integrates assessment and feedback into training programs.
• A student-driven WBA model was implemented and evaluated in a residency program.

Purpose of the Study:

• To evaluate the perception and feasibility of a new student-driven WBA model.
• To assess the impact of WBA on postgraduate trainees' (PGs) knowledge and satisfaction.

Main Methods:

• A descriptive multimethod study using case-based discussion (CBD), direct observation of practical skills (DOPS), and evaluation of clinical events (ECE) on Moodle.
• Training workshops for assessors and PGs, pre/post-tests for knowledge assessment, and qualitative interviews for feedback.
• Data collected on WBA perceptions, time taken, and satisfaction using Likert scales.

Main Results:

• Significant improvement in PGs' knowledge scores (55.6% to 96.4%, p<0.05) and annual assessment scores (p=0.039).
• High satisfaction rates for WBA processes among assessors (8/10) and PGs (8.3/10).
• Average time for WBA evaluation was 12.6 min and feedback 9.2 min.

Conclusions:

• Assessors and PGs reported high satisfaction with the implemented WBA.
• The WBA model facilitated increased interaction between trainees and experienced faculty.
• Statistically significant knowledge gains in PGs confirmed the effectiveness of the WBA approach.