These results show that there is variation in performance among the graduates from different medical schools in the Part 1 and Part 2 MRCOG written examination.
Implementation of workplace-based assessment (WPBA) has been fraught with difficulties and the RCOG is changing the assessments in light of these issues. Current WPBA tools are principally formative assessments rather than summative assessments. The distinction between formative assessment (for learning) and summative assessment (of learning) is crucial to understand the changes. A revised approach to WPBA, with formative and summative encounters, is aimed at engaging both trainees and trainers. Delivery of the changes to WPBA is the greatest challenge and the impact will need evaluation.
Learning objectivesTo understand that WPBA entails the use of robust tools capable of capturing elements of clinical assessment and reflective practice.To appreciate the role of WPBA within the assessment of clinical knowledge, skills and practice more widely. To explore the new categorisation of WPBA tools currently used within O&G specialty training, informed by the principal objective of individual encounters To appreciate that formative WPBA encounters will focus on the provision of structured, mandatory feedback whilst encouraging reflective practice by the trainee. To understand that summative WPBA encounters will constitute assessments of observed performance, which allow trainees to demonstrate competence.
Ethics
Not applicableKeywords: formative and summative assessments / medical education / training / workplace-based assessment Please cite this paper as: Parry-Smith W, Mahmud A, Landau A, Hayes K. Workplace-based assessment: a new approach to existing tools. The Obstetrician & Gynaecologist 2014;16:281-5.
The number of assessments and evaluations completed was disappointing. However, NOTSS appears promising as a formative NTS assessment tool for use on the delivery suite. Overall satisfaction with NOTSS was high (an average score of 4.5 on a scale of 1-5 for trainers and trainees). Both trainers and trainees consider that it is accep and straightforward to deliver, and that the form takes an average of 10 minutes to complete, including time for feedback (range 5-20 min). There will be considerable challenges to achieving the successful implementation of the NOTSS tool, and its inclusion in the RCOG training matrix: primarily, in training those using it to recognise the behaviours under observation and to give feedback appropriately, and also engaging trainees, although they obviously appreciated the NOTSS process when used.
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