Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review

Anderson, Hannah; Kurtz, Joshua B.; West, Daniel C.

doi:10.1097/acm.0000000000004366

Cited by 26 publications

(26 citation statements)

References 172 publications

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“…For example, building programs of WBA or frameworks to assess professionalism requires deep and meaningful engagement with assessors and learners to co-design new systems and approaches that are contextually specific. 10,14,15 Co-design is also relevant when considering how advanced technology can be applied to the future of medical education. The RIME supplement highlights work related to AI and machine learning, while noting that innovations can be enhanced when past experiences are included in their application.…”

Section: Discussionmentioning

confidence: 99%

“…Anderson et al's scoping review on the implementation of workplace-based assessments (WBAs) highlights the need to take a broader view of our assessment initiatives beyond the level of just the tool. 14 Considering one's local context, the theoretical rationale for implementation, and addressing the barriers are just as significant for the success of assessment programs as the accompanying validity evidence. Anderson's review also shows the limits of the current approaches to studying assessment tools at single institutions or context which limits both practical and theoretical generalizabilities as we seek to develop a strong empirical basis for WBA programs.…”

Section: Assessments As Tools As Systems and Social Technologiesmentioning

confidence: 99%

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Disruption and Dissonance: Exploring Constructive Tensions Within Research in Medical Education

2021

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The academic medicine community has experienced an unprecedented level of disruption in recent years. In this context, the authors consider how the disruptions have impacted the state of research in medical education (RIME). The articles in this year's RIME supplement reflect several constructive tensions that provide insight on future for the field. In this commentary, the authors discuss themes and propose a framework for the future. Recommendations include: normalizing help seeking during times of disruption and uncertainty, contextualizing the application of complex approaches to assessment, advancing and problematizing innovation, and recognizing the deeply embedded and systemic nature of inequities.

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Section: Discussionmentioning

confidence: 99%

Section: Assessments As Tools As Systems and Social Technologiesmentioning

confidence: 99%

Disruption and Dissonance: Exploring Constructive Tensions Within Research in Medical Education

2021

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“…Entrustment scales ( Table 1 ) were used in the mini-CEX, DOPS, and PBA. [ 9 ] However, in the CBD, performance descriptors ( Table 2 ) were used. Feedback was recorded by the staff and self-evaluation was recorded by the students.…”

Section: Methodsmentioning

confidence: 99%

“…The scoping review by Chan et al [ 8 ] recommended that more work must be done to provide stronger evidence on both quantitative and qualitative data collected using the WBA. Moreover, the scoping review by Andreson et al [ 9 ] revealed that a limited number of studies discussed the role of subjectivity and bias in WBAs at the level of individual assessors. Andreson et al [ 9 ] recommended further research studying subjectivity while using the WBA tools to fill the gaps in knowledge.…”

Section: Introductionmentioning

confidence: 99%

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Do entrustment scales make a difference in the inter-rater reliability of the workplace-based assessment?

Eltayar

Aref

Khalifa

et al. 2022

Medical Education Online

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Background A workplace-based assessment (WBA) is used to assess learners’ competencies in their workplaces. Many workplace assessment tools are available and validated to assess various constructs. The implementation of workplace-based assessment requires proper training of the staff. Objective This study aimed to explore the impact of staff training on WBA practices and evaluate the inter-rater reliability of these practices while using entrustment scales, performance descriptors, and personal judgment. Design A quasi-experimental study, in which the staff members of the orthopedic department were invited to participate in a training program on the use of entrustment scales and assessment descriptors within the WBA tools. As a response to the training, subjective judgment was replaced by entrustment scales and performance descriptors in a trauma course offered by the orthopedic department. The inter-rater reliability of the WBA was evaluated using various rating scales. Results The entrustment scales had higher inter-rater reliability of the assessment tools than performance descriptors and the personal judgment. Conclusion The inter-rater reliability was highest when using entrustment scales for WBAs, which could indicate that the entrustment scales achieve good psychometric properties as regards consistency among different raters. Thus, they decrease the confounding effect of differences in assessors. They may also give a clearer image of the actual academic level of the learners.

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Clinical assessment strategies for competency‐based education in prosthetic dentistry

Khan,

Maart

2024

Journal of Dental Education

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Reflective practice is viewed as a theoretical and pedagogical concept in higher education having several diverse approaches and interpretations. The most important aspect of reflective practice is that it is a necessary quality assurance aspect of higher education which should occur recurrently and at different stages of the program. It usually entails an evaluation of advanced instructions which has become the norm in an educational setting, in order to improve the learning outcomes. Reflective practice must therefore be seen as a tool which allows continuous improvement, modifications, and changes to educational approaches, which include theoretical and clinical assessment strategies. Academics in prosthetic dentistry at a research‐led university reflected on their current assessment strategies used in the senior undergraduate dental program as part of a quality assurance process and its global comparability. This paper aims to share and explain the importance of reviewing assessment strategies in higher education, especially in such a clinical program using reflective practice as a framework. Different assessment strategies used over a 5‐year period are explored and their different structures, expectations, and appropriateness for a clinical program are reported from the literature. The concerns were addressed in a cyclical manner within this framework, and Blooms and blueprinting implemented where appropriate. We conclude that without a validated definition and framework for regular reflective practices, and guidelines to modify the included assessment strategies, the quality assurance within a competency‐based dental program may be compromised.

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Implementation and Use of Workplace-Based Assessment in Clinical Learning Environments: A Scoping Review

Cited by 26 publications

References 172 publications

Disruption and Dissonance: Exploring Constructive Tensions Within Research in Medical Education

Disruption and Dissonance: Exploring Constructive Tensions Within Research in Medical Education

Do entrustment scales make a difference in the inter-rater reliability of the workplace-based assessment?

Clinical assessment strategies for competency‐based education in prosthetic dentistry

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