Supporting Feedback and Trust in CBME: A Conjoint WBA Workshop for Trainers and Trainees

Area of Science:

• Medical Education
• Workplace-Based Assessment
• Faculty Development

Background:

• Workplace-based assessment (WBA) in postgraduate medical education faces challenges including trainer disengagement, learner passivity, and mistrust.
• This study investigated the impact of conjoint WBA workshops to address these issues.

Purpose of the Study:

• To evaluate the effect of two conjoint WBA workshops on trainees' feedback literacy.
• To assess trainers' motivation to engage in WBA.
• To examine changes in relational trust between trainees and trainers.

Main Methods:

• A mixed-methods approach was used with 26 trainees and 16 trainers.
• Quantitative data collected via pre-post surveys (Feedback Literacy Behaviour Scale, CPD Reaction Questionnaire, WBA Trust Inventory).
• Qualitative data gathered through thematic analysis of post-workshop focus groups, with subsequent integration of findings.

Main Results:

• Trainees showed significant improvements in providing feedback and managing affect.
• Trainers reported increased moral norms and belief in positive consequences.
• Trust perceptions did not change overall, but perceived trainer ability improved; qualitative data highlighted the value of learning dialogue and psychological safety, yet noted constraints from hierarchy and duration.

Conclusions:

• Conjoint WBA workshops effectively enhanced feedback literacy and trainer motivation.
• While trust development was limited by hierarchical culture and short intervention duration, the shared learning model is a promising faculty development strategy.
• Future interventions should focus on longitudinal, culturally sensitive conjoint learning to enhance relational outcomes.