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How We Built Workplace Based Assessment-for-Learning in Irish GP Training.

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Area of Science:

  • Medical Education
  • Competency-Based Assessment
  • Health Professions Education

Background:

  • Programmatic Assessment provides a holistic view of learner competence.
  • The Irish College of GPs (ICGP) sought to evolve its training system towards Programmatic Assessment.
  • Focus was placed on assessment-for-learning to support trainee development.

Purpose of the Study:

  • To describe the design and implementation of a new national workplace-based assessment (WBA) system for GP training.
  • To align the WBA system with principles of Programmatic Assessment and assessment-for-learning.
  • To detail the key components and considerations in developing a national WBA system.

Main Methods:

  • A multi-year, six-workstream approach was employed, including iterative design, development of entrustable professional activities (EPAs), software creation, and phased implementation.
  • Training in feedback literacy and growth mindset was integrated.
  • Mentor and assessor roles were intentionally separated.

Main Results:

  • A longitudinal system collecting low-stakes assessments organized by core competencies was established.
  • 18 EPAs were developed and implemented, supported by a dedicated software platform for data management.
  • Competence committees utilize both qualitative and quantitative data for ongoing learner progression oversight and high-stakes decisions.

Conclusions:

  • Successful implementation was facilitated by continuous stakeholder consultation and grounding in educational literature.
  • Key innovations include separated mentor/assessor roles, no mandated minimum assessment numbers, and a focus on system-level validity and reliability.
  • The new WBA system supports a comprehensive, longitudinal evaluation of GP trainee competence.