Abstract
BackgroundThe 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.MethodsDescriptive 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.ResultsSix 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.ConclusionBoth 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.
Highlights
Introduction to workplace based assessment (WBA) program in ChemicalPathology- Workshop videos including role plays of case-based discussion (CBD), evaluation of clinical events (ECE) and direct observation of practical skills (DOPS)- Real time CBD discussion and feedback video Documents - Process of WBA- List of Assessors- Residency Manual- Course Curriculum- Year wise Learning Objectives- Year wise Entrustable Professional AttributesEducational content
The fundamental rationale of this project was the provision of formative assessment and timely feedback to the trainees working in a busy high volume chemical pathology residency program
In postgraduate medical education trainings WBA is generally considered a component of assessment that evaluate how postgraduate trainees (PGs) trainees in practice perform within their actual workplace
Summary
Introduction to WBA program in ChemicalPathology- Workshop videos including role plays of CBD, ECE and DOPS- Real time CBD discussion and feedback video Documents - Process of WBA- List of Assessors- Residency Manual- Course Curriculum- Year wise Learning Objectives- Year wise Entrustable Professional AttributesEducational content. 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 Chemical pathology encompasses both practical laboratory and clinical skills. A major part of a PG’s day is typically spent in clinical liaison: advising other clinicians about the appropriate laboratory tests for the investigation of a particular clinical problem, the interpretation of laboratory and clinical data and follow-up, and the effect of interferences on biochemical test results Their curriculum is further complemented by structured case discussions and journal clubs usually held once a week in various institutions. Frequent interactions of chemical pathology faculty with trainees working in high volume clinical laboratory can help identify students’ understanding, critical thinking ability in formulating a diagnosis, competency of laboratory procedures along with communication skills, attitude and decision making (reflected higher in Bloom’s taxonomy)
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