Fostering teaching-learning through workplace based assessment in postgraduate chemical pathology residency program using virtual learning environment

Abstract

Background The principle of workplace based assessment (WBA) is to assess trainees at work with feedback integrated into the program simultaneously. A student driven WBA model was introduced and perception evaluation of this teaching method was done subsequently by taking feedback from the faculty as well as the postgraduate trainees (PGs) of a residency program. Methods Descriptive multimethod study was conducted. A WBA program was designed for PGs in Chemical Pathology on Moodle and forms utilized were case-based discussion (CBD), direct observation of practical skills (DOPS) and evaluation of clinical events (ECE). Consented assessors and PGs were trained on WBA through a workshop. Pretest and posttest to assess PGs knowledge before and after WBA were conducted. Every time a WBA form was filled, perception of PGs and assessors towards WBA, time taken to conduct single WBA and feedback were recorded. Faculty and PGs qualitative feedback on perception of WBA was taken via interviews. WBA tools data and qualitative feedback were used to evaluate the acceptability and feasibility of the new tools. Results Six eligible PGs and seventeen assessors participated in this study. A total of 79 CBDs (assessors n = 7 and PGs n = 6), 12 ECEs (assessors n = 6 and PGs n = 5), and 20 DOPS (assessors n = 6 and PGs n = 6) were documented. PGs average pretest score was 55.6%, which was improved to 96.4% in posttest; p value< 0.05. Scores of annual assessment before and after implementation of WBA also showed significant improvement, p value 0.039, Overall mean time taken to evaluate PG’s was 12.6 ± 9.9 min and feedback time 9.2 ± 7.4 min. Mean WBA process satisfaction of assessors and PGs on Likert scale of 1 to 10 was 8 ± 1 and 8.3 ± 0.8 respectively. Conclusion Both assessors and fellows were satisfied with introduction and implementation of WBA. It gave the fellows opportunity to interact with assessors more often and learn from their rich experience. Gain in knowledge of PGs was identified from the statistically significant improvement in PGs’ assessment scores after WBA implementation.

A Nationwide Virtual Research Education Program for Medical Students in Pakistan: Methodological Framework, Feasibility Testing, and Outcomes

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

“…Appreciating these concerns against the backdrop of the cost of implementing WBA in well-resourced contexts [ 34 , 35 ] provides further opportunity for reflection, especially around long-term sustainability of WBA in a LMIC. However, there is evidence from other resource-constrained environments such as Pakistan [ 40 ] that WBA can be adapted to resource-scarce contexts if the design and implementation process is sensitive to these contextual realities. This discussion emphasises the need for effective alignment and collaboration between decision-making structures, those with access to resources, and those tasked with implementing WBA in clinical spaces.…”

Assessment in Undergraduate Competency-Based Medical Education: A Systematic Review

“…A study by Jafri L et al (2020) found that it is prudent to promote the implementation of virtual learning environments (VLEs) in the context of the WBA program. Real-time data collection for formative assessments is now feasible because of the development of VLE and related software systems [40]. Denison A. et al (2016) found that, when compared to the conventional, paper-based data-gathering method, the usage of tablet devices in OSCE exams is linked to better examiner comments for use as feedback [41].…”