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Navigating the discomfort dilemma in work-based assessment.

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Discomfort in work-based assessment (WBA) can be productive or unproductive. Understanding how supervisors and trainees influence this experience is key for effective clinical education and transformative learning.

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Area of Science:

  • Medical Education
  • Professional Development
  • Qualitative Research

Background:

  • Work-based assessment (WBA) is crucial for health professional training.
  • The role of discomfort in WBA is often overlooked.
  • Existing conceptualizations of WBA may not fully capture informal appraisal moments.

Purpose of the Study:

  • To explore the dual nature (productive/unproductive) of discomfort in WBA.
  • To examine the contributions of supervisors and trainees to discomfort during WBA.
  • To expand conceptualizations of WBA and highlight the role of self-assessment.

Main Methods:

  • Conceptual paper integrating findings from multiple qualitative studies.
  • Literature review to contextualize findings.
  • Inclusion of direct quotes from health professional trainees.

Main Results:

  • Discomfort in WBA can be a catalyst for learning or a hindrance.
  • Trainee and supervisor interactions significantly shape the experience of discomfort.
  • Informal appraisal and self-assessment are integral to transformative learning within WBA.

Conclusions:

  • Clinical educators can leverage understanding of discomfort to enhance WBA.
  • Rethinking WBA to include informal moments and self-assessment fosters deeper learning.
  • Empowering trainee voice is essential for productive WBA discourse.