Improving efficiency and effectiveness of workplace-based assessment workshop in postgraduate medical education using...

Faculty development for trainers and nurturing feedback literacy in trainees is crucial for effective workplace-based assessments (WBAs) to support trainee competency development. Separate training sessions for trainers and trainees can be challenging when resources are limited. Combined training can optimise resources and foster mutual understanding, although such approaches face challenges related to power dynamics. This study aimed to evaluate the effectiveness of a conjoint WBA workshop in enhancing trainer engagement, improving trainee feedback literacy, and exploring the benefits and challenges of integrating trainers and trainees in a shared learning environment.

A mixed-methods study was conducted with 13 trainers and five trainees from the Hong Kong College of Otorhinolaryngologists. Quantitative data were collected using the Feedback Literacy Behaviour Scale for trainees and the Continuing Professional Development-Reaction Questionnaire for trainers. Pre- and post-intervention comparisons were analysed using paired t tests. Qualitative data from focus group interviews were thematically analysed.

Quantitative analysis showed statistically significant increases in trainee feedback literacy (P<0.001) and improvements in trainers' beliefs about capabilities and engagement intentions (P<0.05). The qualitative analysis supported these findings and identified three key factors: mutual understanding, clarification of the WBA purpose, and effective instructional design. Participants valued the mutual understanding fostered in the conjoint setting, which aligned expectations and created a supportive learning environment.

Conjoint WBA workshops may effectively promote trainer engagement and trainee feedback literacy, aligning expectations and fostering a positive feedback culture. Further research is needed to explore the longitudinal impact and applicability to other specialties.