An explanation of workplace-based assessments in postgraduate dental training and a review of the current literature

Abstract

Workplace-based assessments (WBAs) are trainee-led formative assessments that measure the highest level of competence of the ability to do a task. So far WBAs are the only available assessment tools to measure performance integrated into practice. Over the years, WBAs have become an integral part of dental foundation and specialty training. The numerous WBAs available can be broadly categorised into three types. The first type involves observation of clinical encounters, for example mini-clinical evaluation exercises; direct observation of procedural skills; and dental evaluation of performance and procedure-based assessments. The second type involves discussion of clinical cases, such as case-based discussions. Finally, the third type includes the mini-peer assessment tool, team assessment of behaviour, 360° assessments and multi-source feedback, and all involve receiving feedback from a combination of colleagues, staff and patients. This article describes the WBAs currently used in postgraduate dental training and explores their strengths, weaknesses, perceived value by trainees and trainers and how these tools can be used in a reliable and valid way.

'Watching a flower grow day after day’ – the value of workplace based projects in Kuwait

“…Previous research suggests that challenges may be encountered when implementing a workplace based project (Kalsi, Kalsi, & Fisher, 2013). Students overcame challenges, such as, resistance by staff to change practice, a lack of facilities and equipment and time.…”

Utilisation and outcomes of Case‐based discussion in otolaryngology training

“…Unlike procedure‐based assessment (PBA) and direct observation of procedural skills (DOPS), CBD is a generic tool that can be used across specialities, in differing clinical environments and in cases of varying complexity . Although there are sections within the form to document these variables, they do not feature in the portfolio summary generated by the ISCP .…”

Effect of individual structured and qualified feedback on improving clinical performance of dental students in clinical courses‐randomised controlled study

“…In dental education, workplace‐based assessment has been successfully implemented in postgraduate dental foundation training . In this stage of education, dentists in the first year after graduation perform dental treatments on patients under the supervision of experienced dentists in the dental practice.…”

“…In Germany, workplace‐based learning and assessment during undergraduate or postgraduate dental education must be promoted because of the recent adoption of the German Competence‐Based Catalogue of Learning Goals (https://gesellschaft-medizinische-ausbildung.org/nklm/nklz/nklz.html). This catalogue defines learning goals according to the Miller Pyramid . The requirement to assess clinical performance at the highest level of Miller's pyramid (“does‐level”) has been underpinned by the observation that performance in controlled simulated assessment situations correlates poorly with professional performance in real clinical situations .…”

“…Abundant literature is available regarding the subjective benefit of FB in the fields of medical and dental education, but evidence for better clinical performance after FB interventions in dental education is limited, focusing on communication skills, orthodontic diagnostic and treatment planning and tooth‐colour matching …”