Workplace‐based assessments in Foundation Programme training: do trainees in difficulty use them differently?

Mitchell, Colin; Bhat, Sarita; Herbert, Annie; Baker, Paul

doi:10.1111/medu.12113

Cited by 11 publications

(19 citation statements)

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“…It is important to widen the focus of evaluation beyond traditional educational outcomes, to include external assessment such as WPBA assessments during the intern year [9,16,17]. …”

Section: Introductionmentioning

confidence: 99%

How was the intern year?: self and clinical assessment of four cohorts, from two medical curricula

et al. 2014

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BackgroundProblem-based curricula have provoked controversy amongst educators and students regarding outcome in medical graduates, supporting the need for longitudinal evaluation of curriculum change. As part of a longitudinal evaluation program at the University of Adelaide, a mixed method approach was used to compare the graduate outcomes of two curriculum cohorts: traditional lecture-based ‘old’ and problem-based ‘new’ learning.MethodsGraduates were asked to self-assess preparedness for hospital practice and consent to a comparative analysis of their work-place based assessments from their intern year. Comparative data were extracted from 692 work-place based assessments for 124 doctors who graduated from the University of Adelaide Medical School between 2003 and 2006.ResultsSelf-assessment: Overall, graduates of the lecture-based curriculum rated the medical program significantly higher than graduates of the problem-based curriculum. However, there was no significant difference between the two curriculum cohorts with respect to their preparedness in 13 clinical skills. There were however, two areas where the cohorts rated their preparedness in the 13 broad practitioner competencies as significantly different: problem-based graduates rated themselves as better prepared in their ‘awareness of legal and ethical issues’ and the lecture-based graduates rated themselves better prepared in their ‘understanding of disease processes’.Work-place based assessment: There were no significant differences between the two curriculum cohorts for ‘Appropriate Level of Competence’ and ‘Overall Appraisal’. Of the 14 work-place based assessment skills assessed for competence, no significant difference was found between the cohorts.ConclusionsThe differences in the perceived preparedness for hospital practice of two curriculum cohorts do not reflect the work-place based assessments of their competence as interns. No significant difference was found between the two cohorts in relation to their knowledge and clinical skills. However results suggest a trend in ‘communication with peers and colleagues in other disciplines’ (χ2 (3, N = 596) =13.10, p = 0.056) that requires further exploration. In addition we have learned that student confidence in a new curriculum may impact on their self-perception of preparedness, while not affecting their actual competence.

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“…It is important to widen the focus of evaluation beyond traditional educational outcomes, to include external assessment such as WPBA assessments during the intern year [9,16,17]. …”

Section: Introductionmentioning

confidence: 99%

How was the intern year?: self and clinical assessment of four cohorts, from two medical curricula

et al. 2014

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“…This study showed that trainees choose which trainers to ask for feedback based on the nature of feedback they could receive: trainees’ views of WBA as an assessment of learning led them to ask trainers they perceived would judge them favourably. Trainees actively seek feedback after they believe they have performed well; this is also documented practice by trainees in difficulty . In practice, trainers must balance their roles as teacher and assessor, with evidence suggesting trainers’ reluctance to give negative feedback to trainees whilst maintaining an educational relationship .…”

Section: Discussionmentioning

confidence: 99%

‘Playing the game’: How do surgical trainees seek feedback using workplace-based assessment?

et al. 2017

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“…This definition of DiD used by the NW Foundation School is a pragmatic and functional definition and has been used in previous studies …”

Section: Methodsmentioning

confidence: 99%

“…As this is contrary to the requirements of WPBAs, where trainees should proactively select challenging clinical situations and assessors and be open to criticism, it suggests that DiD might use WPBAs differently. Mitchell et al . found that this was the case when they studied the use of WPBAs by DiD compared with their peers.…”

Section: Introductionmentioning

confidence: 96%

“…These include the time‐consuming nature of WPBAs, their acceptability, the potential for trainees to manipulate results by preferentially selecting the content and difficulty level of cases, and the leniency or strictness of assessors . This is particularly important when evaluating DiD, as assessors may be chosen by the trainee for reasons other than their ability to do a fair assessment …”

Section: Introductionmentioning

confidence: 99%

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Value of supervised learning events in predicting doctors in difficulty

et al. 2016

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Workplace‐based assessments in Foundation Programme training: do trainees in difficulty use them differently?

Cited by 11 publications

References 11 publications

How was the intern year?: self and clinical assessment of four cohorts, from two medical curricula

How was the intern year?: self and clinical assessment of four cohorts, from two medical curricula

‘Playing the game’: How do surgical trainees seek feedback using workplace-based assessment?

Value of supervised learning events in predicting doctors in difficulty

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