Factors’ Influencing Users’ Perceptions on Workplace-Based Formative Assessment

Andreou, Vasiliki; Peters, Sanne; Eggermont, Jan; Schoenmakers, Birgitte

doi:10.2991/assehr.k.210930.003

Cited by 1 publication

(2 citation statements)

References 12 publications

(15 reference statements)

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“…The presence of inherent trust between the assessors and the trainees, despite high PDI and hierarchy, can promote learning using WPBAs. For example, studies describe trainees adopting a 'growth mindset' and 'showing true self' during WPBAs when there was a constructive relationship and mutual trust between assessors and trainee [13,28,38,[54][55][56]. Another study reported learning experience with assessors who are perceived as "invested", "non-judgmental", and "respectful" as considered positive [29,33,35,38,42,54,[57][58][59].…”

Section: Descriptive Summarymentioning

confidence: 99%

“…The competitive nature of a masculine culture could drive assessors to focus on numeric evaluations that align with the goal of showcasing accomplishment, potentially overshadowing qualitative feedback that is essentially the purpose of WPBAs [17,26,62]. Additionally, the feedback when provided concentrates on areas requiring improvement rather than acknowledging trainees' strengths in their clinical performance [20,25,29,55].…”

Section: Masculinity Vs Femininitymentioning

confidence: 99%

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Sociocultural factors influencing ‘assessments for learning’ at the clinical workplace – A scoping review

Riaz,

Waterval,

Sehlbach

et al. 2024

Preprint

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Background Workplace-based assessments (WPBAs) play a crucial role in competency-based medical education (CBME) by facilitating learning and informing progression. While many studies have emphasized the role of socio-cultural factors on their implementation as assessment for learning (AfL), a gap exists in understanding how these factors influence WPBAs across different cultural contexts. This review aims to bridge this gap by elucidating how various socio-cultural factors can either enable or hinder the utilization of WPBAs for AfL. Methods Arksey and O’Malley’s 5-stage framework was used for this scoping review. Nine databases (PubMed, CINAHL, Dentistry & Oral Sciences Source, Scopus, Science Direct, Cochrane, Google scholar and PakMedinet were searched for studies published between 1995 and 2023. Hofstede’s 4 cultural dimensions namely power distance index, Masculinity vs Femininity, Uncertainty Avoidance Index, and Individualism vs Collectivism were used as the lens to describe the identified socio-cultural factors. Results Of 2939 articles screened for eligibility using defined inclusion and exclusion criteria, 81 were included for full text review. The factors influencing use of WPBA for AfL were classified broadly into Cultural and Contextual factors. While most contextual factors behaved similarly in western and non-western contexts, differences were found in the way cultural factors affected perceptions and use of WPBAs in different cultural contexts. Conclusions This review provided insights into varying effects of socio-cultural factors on WPBAs as AfL across diverse cultural contexts. These insights can be valuable for institutional leaders, program directors, and faculty members engaged in the implementation of effective WPBA within their specific contexts. prompting further investigation.

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