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The Use, Effectiveness, and Impact of Workplace-Based Assessments on Teaching, Supervision and Feedback Across
Sandika O Baboolal1, Veena S Singaram1
1School of Clinical Medicine, College of Health Sciences, University of KwaZulu Natal, Durban, South Africa.
Objective:
To investigate the use and effectiveness of Workplace-based assessments (WBAs) and their impact on training, feedback, and perioperative teaching in surgical training programs.
Design:
A mixed methods cross-sectional, national electronic survey was conducted with surgical trainees and consultant trainers.
Settings:
The trainees and supervising faculty were from all 8 major surgical training universities across 11 surgical disciplines in South Africa.
Participants:
A total of 108 surgical trainees and 41 supervising consultant trainers from 11 surgical disciplines across 8 surgical training universities responded to the survey.
Results:
The most significant educational gap identified by both the surgical trainees and trainers across all surgical disciplines was inadequate perioperative feedback. A third of the respondents were currently using workplace-based assessments. The WBA users (both trainees and trainers) had a higher rating for the general quality of surgical feedback than WBA nonusers (p = 0.02). WBA users also had a higher rating for the general quality of feedback given to trainees on their skills and competence (p = 0.04) and a higher rating for trainee supervision (p = 0.01) and the specialist training program overall (p = 0.01). The WBA users also had a higher rating for the assessment of competencies such as the trainee as an effective communicator (p < 0.01) and collaborator (p = 0.04).
Conclusion:
This study found that the use of WBAs enhances the quality and effectiveness of feedback in surgical training programs. We also found that the use of WBAs enhance perioperative teaching and learning and improves the assessment of relational competencies. This was also associated with high ratings for the quality of trainee supervision. Faculty and trainee development, strengthening the trainee-trainer relationship, and integrating iterative stakeholder feedback could help realize the full potential of WBAs to augment surgical training across disciplines.
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