Evaluating postgraduate family medicine supervisor feedback in registrars’ learning portfolios

Erumeda, Neetha J.; George, Ann; Jenkins, Louis

doi:10.4102/phcfm.v14i1.3744

Cited by 3 publications

(1 citation statement)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Given the impetus needed to change workplace practice and develop assessment literacy, a signi cant demand on resources is made. Recent work in a postgraduate training program in South Africa highlighted the multiple demands for training and supervision resources needed (33). The development and implementation of WBA strategies are resource intensive (34,35), and need a local response, based on local realities.…”

Section: Introductionmentioning

confidence: 99%

“We just don't have the resources”: Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa, a qualitative study

Ras,

Jenkins,

Lazarus

et al. 2023

Preprint

View full text Add to dashboard Cite

Background There have been some significant international shifts in the education of medical specialists over the past few years. These include the adoption of competency based medical education (CBME), increasing utilisation of workplace-based assessment (WBA), and the incorporation of WBA into systems of programmatic assessment in the context of CBME. Continuous assessment of workplace performance following an iterative standardized in‐service process has the potential to bring assessment of clinical competence from an artificial context into the real world of clinical medicine, without compromising patient safety. To date, insufficient exploration of WBA practices, experiences, perceptions, and aspirations in healthcare have been undertaken in South Africa or Africa. The aim of this study was to identify social factors that could contribute to WBA implementation from the perspective of medical consultants. This entailed describing knowledge of perceived barriers and enabling factors to WBA. Methods This was a cross-sectional observational study, using a mixed methods, self-administered online questionnaire to collect data from participants. We report the qualitative data here. Results The barriers to enabling WBA were: 1) lack of resources at in the health care facilities where registrars are trained; 2) the need for training of the trainers/assessors; 3) the effects of bias and favoritism in training and assessment of WBA; 4) subjectivity in assessment as problematic; 5) lack of standardization /agreement of Entrustable Professional Activities (EPAs); 6) the need for all stakeholders (consultants, university administration, HR etc.) to buy-in to WBA; 7) and the need for adequate technological support. Enablers were 1) existing opportunities for implementing WBA; 2) stakeholder support and buy-in; 3) agile technology; 4) a well-regulated and monitored environment; 5) resources; 6) standardization; 7) and training. Conclusions Participants demonstrated impressive levels of insight into their respective working environments, producing an extensive list of barriers and enablers. Despite significant structural and social barriers, this cohort perceives the impending implementation of WBA to be a positive development in registrar training in South Africa. Future research should explore the outlining of WBA programmes, training for WBA, and the implementation of WBA pilot projects, and include registrar perspectives.

show abstract

Section: Introductionmentioning

confidence: 99%

“We just don't have the resources”: Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa, a qualitative study

Ras,

Jenkins,

Lazarus

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“We just don’t have the resources”: Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa

Ras,

Stander Jenkins,

Lazarus

et al. 2023

BMC Med Educ

View full text Add to dashboard Cite

Background South Africa (SA) is on the brink of implementing workplace-based assessments (WBA) in all medical specialist training programmes in the country. Despite the fact that competency-based medical education (CBME) has been in place for about two decades, WBA offers new and interesting challenges. The literature indicates that WBA has resource, regulatory, educational and social complexities. Implementing WBA would therefore require a careful approach to this complex challenge. To date, insufficient exploration of WBA practices, experiences, perceptions, and aspirations in healthcare have been undertaken in South Africa or Africa. The aim of this study was to identify factors that could impact WBA implementation from the perspectives of medical specialist educators. The outcomes being reported are themes derived from reported potential barriers and enablers to WBA implementation in the SA context. Methods This paper reports on the qualitative data generated from a mixed methods study that employed a parallel convergent design, utilising a self-administered online questionnaire to collect data from participants. Data was analysed thematically and inductively. Results The themes that emerged were: Structural readiness for WBA; staff capacity to implement WBA; quality assurance; and the social dynamics of WBA. Conclusions Participants demonstrated impressive levels of insight into their respective working environments, producing an extensive list of barriers and enablers. Despite significant structural and social barriers, this cohort perceives the impending implementation of WBA to be a positive development in registrar training in South Africa. We make recommendations for future research, and to the medical specialist educational leaders in SA.

show abstract

Workplace-based learning opportunities in a South African family medicine training programme

Erumeda¹,

Jenkins²,

George³

2023

African Journal of Primary Health Care & Family Medicine

View full text Add to dashboard Cite

Evaluating postgraduate family medicine supervisor feedback in registrars’ learning portfolios

Cited by 3 publications

References 42 publications

“We just don't have the resources”: Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa, a qualitative study

“We just don't have the resources”: Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa, a qualitative study

“We just don’t have the resources”: Supervisor perspectives on introducing workplace-based assessments into medical specialist training in South Africa

Workplace-based learning opportunities in a South African family medicine training programme

Contact Info

Product

Resources

About