Workplace‐based assessment: a new approach to existing tools

Abstract

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.

Educational impact of Mini-Clinical Evaluation Exercise: A game changer

“…Clinical places are social – cultural communities of practices. Sociocultural theories of workplace learning claim that learning and learning outcomes evolve through active participation in activities and in interaction with dynamic systems of the clinical work environment without the fear of being judged or penalized, hence helping in fostering a community of practice, 20 and reducing fear of performing in real word. Almost all of the participants acknowledged that their fear for examination has been reduced after going through these Minicex encounters same fact addressed in Malhotra et al 14 Although the purpose of this research was not preparation of examination, but somehow candidates thought that these encounters prepared them for part 2 exams.…”

A qualitative study of trainer and trainee perceptions and experiences of clinical assessment in post‐graduate dental training

“…From this perspective, we can plan and deliver more appropriate assessment tools for post‐graduate dental curricula 2 . Assessment in clinical training could be seen as a continuation of theory of situated and experiential learning with the realisation that trainees are inducted into a community 3 …”

Work-based assessment: A critical element of specialist medical training

“…Furthermore, recent work has shown that the combination of several WBA tools, such as the mini-clinical-evaluation exercise, case-based discussion, objective structured assessments of technical skills and multisource feedback, in a portfolio, is a feasible and reliable method for high-stakes exams. [3,4] Of note is the fact that the new categorisation of WBA tools used by the Royal College of Obstetricians and Gynaecologists divides the WBA into formative encounters, referred to as 'supervised learning events' , and summative encounters, referred to as 'assessments of performance' (Fig. 1).…”

“…1). [1,3] With this approach, patients, registrars and examiners are all beneficiaries, as the formative WBA focuses on the provision of structured, mandatory feedback, while encouraging reflective practice by the registrar, and the summative WBA constitutes assessments of observed performance, which allow registrars to demonstrate competence. The summative encounters of the WBA, referred to as 'assessments of performance' , will consider a model that consists of both local and external examiners, which will improve on validity, and therefore allow inclusion in the high-stakes exam.…”

“…[2] WBA tools, when combined in a registrar's e-portfolio to create a central and integrating concept whose purpose is both formative (educational) and summative (high stakes), are a means of planning and implementing lifelong learning to enhance performance, improve quality of care and enhance the effectiveness of our health systems. [1][2][3] …”