Abstract
Work-place based assessments (WBAs) are now embedded in the curricula of nearly all Medical Royal Colleges as the principal tools of assessment of ongoing clinical training. They are also increasingly being used in most medical schools. They have been in place for more than 4 years and yet multiple problems still exist in their utility and deliverability. There appears to be a significant mismatch between the original educational theory supporting the WBA tools and their practical day-to-day usage. Most of these problems relate to their rushed implementation and apparent lack of clear purpose and this is compounded by the conflict with the increasing pressures of clinical service delivery. Most of the recent work in this area has concentrated on defining their role in keeping with the supporting educational evidence and redesigning the forms to reflect this. This review outlines the educational rationale behind these proposed and ongoing changes and how this is hoped to influence their practical future direction.
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