Evaluating the introduction of workplace-based learning in a paediatric training programme: experience from Myanmar

Area of Science:

• Medical Education
• Pediatric Training
• Low-Resource Health Systems

Background:

• Workplace-based learning (WPBL) is standard in developed countries for postgraduate paediatricians.
• Implementation in low-resource settings remains less established, necessitating evaluation of novel approaches.
• Myanmar aimed to modernize postgraduate paediatric education using an in-situ, multi-skilled learning model.

Purpose of the Study:

• To evaluate the first pilot of workplace-based learning (WPBL) in paediatrics in Myanmar.
• To assess the feasibility and challenges of implementing WPBL in a low-resource postgraduate medical education context.

Main Methods:

• A cohort study involving 85 postgraduate paediatric doctors across five Myanmar medical universities.
• A co-designed, Myanmar-led WPBL program supported by UK experts, utilizing a standardized 'portfolio of learning'.
• Assessment included scoring supervisor feedback quality and portfolio completion by independent assessors, supplemented by focus group discussions.

Main Results:

• Postgraduate doctors prioritized 'clinical' WPBL topics over 'softer' skills like communication and leadership.
• Focus groups indicated benefits for structured learning, especially in improving weaker clinical performance areas.
• Regional disparities in WPBL delivery between northern and southern medical schools presented challenges to standardization.

Conclusions:

• Formalizing workplace-based learning (WPBL) in low-resource settings is feasible, as demonstrated by this Myanmar pilot.
• The pilot identified significant challenges in standardizing WPBL implementation and delivery across diverse regions.
• Further evidence is needed on the impact of formal WPBL programs in resource-limited environments.