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Related Experiment Video

Updated: Aug 6, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
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Workplace-based assessments-Articulating the playbook.

Arpan Tahim1, Deborah Gill2, Jeff Bezemer1

  • 1Department of Culture, Communication and Media, UCL Institute of Education, London, UK.

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|March 16, 2023
PubMed
Summary
This summary is machine-generated.

Medical learners use unwritten strategies, a "WBA playbook," to manage workplace-based assessments (WBAs). These tactics help them present themselves effectively and complete assessments efficiently, highlighting the social performance aspect of medical education.

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Area of Science:

  • Medical Education
  • Sociology of Professions
  • Qualitative Research Methods

Background:

  • Workplace-based assessments (WBAs) are integral to medical education globally.
  • Existing literature has not fully elucidated the practical application and nuances of WBAs.
  • A constructivist approach and Goffman's dramaturgical analogy offer a framework for understanding learner experiences.

Purpose of the Study:

  • To explore the practical realities of how medical learners complete workplace-based assessments.
  • To identify the unwritten principles or strategies learners employ during WBAs.
  • To understand the social dynamics and self-presentation involved in WBA completion.

Main Methods:

  • Qualitative research employing naturalist inquiry principles.
  • In-situ data generation through observation and audiovisual recording of WBAs.
  • Accompanying interviews with voluntarily recruited learners from a single teaching hospital.

Main Results:

  • Analysis of data from six learners revealed a four-principle "WBA playbook."
  • Learners' unwritten principles include: maintaining an impression of progression, managing proforma authenticity, avoiding loss of face with assessors, and efficient completion.
  • Adherence to these principles reflects learners' understanding of their social positioning.

Conclusions:

  • Workplace-based assessments are best understood as lived experiences and social spaces for performance.
  • WBAs are learner-centered, learner-driven, meaning-making phenomena.
  • The subjective nature of WBAs is a strength, representing a record of interpretation and meaning, rather than a weakness.