Workplace-based assessment: a review of user perceptions and strategies to address the identified shortcomings

Massie, Jonathan; Ali, Jason M.

doi:10.1007/s10459-015-9614-0

Cited by 147Innovations in Medical EducationClinical Reasoning and Diagnostic SkillsMusculoskeletal Disorders and Rehabilitation

Workplace-based assessment: a review of user perceptions and strategies to address the identified shortcomings

Massie, Jonathan, Ali, Jason M.·2016·Advances in Health Sciences Education

DOI 10.1007/s10459-015-9614-0

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Abstract

Workplace based assessments (WBAs) are now commonplace in postgraduate medical training. User acceptability and engagement is essential to the success of any medical education innovation. To this end, possessing an insight into trainee and trainer perceptions towards WBAs will help identify the major problems, permitting strategies to be introduced to improve WBA implementation. A review of literature was performed to identify studies examining trainee and trainer perceptions towards WBAs. Studies were excluded if non-English or sampling a non-medical/dental population. The identified literature was synthesised for the purpose of this critical narrative review. It is clear that there is widespread negativity towards WBAs in the workplace. This has negatively impacted on the effectiveness of WBA tools as learning aids. This negativity exists in trainees but also to an extent in their trainers. Insight gained from the literature reveals three dominant problems with WBA implementation: poor understanding as to the purpose of WBAs; insufficient time available for undertaking these assessments; and inadequate training of trainers. Approaches to addressing these three problems with WBA implementation are discussed. It is likely that a variety of solutions will be required. The prevalence of negativity towards WBAs is substantial in both trainees and trainers, eroding the effectiveness of learning that is consequent upon them. The educational community must now listen to the concerns being raised by the users and consider the range of strategies being proposed to improve the experiences of trainees, and their trainers.

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Lack of faculty insight in the assessment process remains an issue.
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Clinical Review Work-based assessments: making the transition from participation to engagement
Swayamprakasam, P., Segaran, A., & Allery, L. A. (2016)

Authors: Massie, J., & Ali, J. M.
Affiliations: University of Cambridge (GB)
Corresponding author: Ali, Jason M.
ORCID: Ali, Jason M.
Venue: Advances in Health Sciences Education
Publisher: Springer Science and Business Media LLC
Published: 2015-05-24
Volume: 21
Issue: 2
Pages: 455-473
ISSN: 1382-4996 (ISSN-L)
1573-1677
DOI: 10.1007/s10459-015-9614-0
OpenAlex: W314279525
Cited by: 147
References: 69
Citations by year: 2026: 12 · 2025: 10 · 2024: 14 · 2023: 15 · 2022: 14 · 2021: 16 · 2020: 17 · 2019: 18 · 2018: 15 · 2017: 8 · 2016: 7 · 2015: 1
FWCI: 1.49
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: Advances in Health Sciences Education (publishedVersion)
PubMed (publishedVersion)
Topics: Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Health Sciences › Medicine › Family Practice › Clinical Reasoning and Diagnostic Skills
Health Sciences › Medicine › Rehabilitation › Musculoskeletal Disorders and Rehabilitation
Keywords: workplace-based assessment, graduate medical education, trainee perceptions, trainer perceptions, user acceptance, assessment implementation, trainer training, medical education innovation
MeSH terms: Attitude of Health Personnel, Clinical Competence, Educational Measurement, Employee Performance Appraisal, Faculty, Medical, Humans, Internship and Residency, Perception, Workplace, Observation

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Workplace-based assessment: a review of user perceptions and strategies to address the identified shortcomings

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