Article
Under which circumstances is workplace-based assessment effective? Development of a model using a mixed method approach
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Authors
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Andrea Carolin Lörwald
- Universität Bern, Institut für Medizinische Lehre, Bern, Switzerland
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Zineb Miriam Nouns
- Universität Bern, Institut für Medizinische Lehre, Bern, Switzerland
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Christoph Berendonk
- Universität Bern, Institut für Medizinische Lehre, Bern, Switzerland
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Sören Huwendiek
- Universität Bern, Institut für Medizinische Lehre, Bern, Switzerland
| Published: | March 12, 2015 |
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Outline
Text
Introduction: To provide support and to structure learning of junior doctors workplace-based assessments (WPBA) have widely been introduced. WPBA is a tool to give formal feedback in an every-day working situation and thereby enhance workplace-based learning [2]. So far, it is still not well understood which factors support and which hinder effective WPBA [1].
In my PhD-project I will address the following research questions:
- 1.
- Which are facilitating and hindering factors for effective WPBA and reasons for that on the context level (e.g. dedicated time for WPBA encounters), the assessors’ level (e.g. willingness and ability to give ‘painful’ feedback in a constructive way) and the candidates’ level (e.g. actively seeking clarification of unspecific feedback) as perceived by medical students, residents and assessors?
- 2.
- Can these factors and their contextual relationships be supported by quantitative studies?
Methods: Based on a qualitative approach using grounded theory and a comprehensive literature research factors will be generated which determine effective WPBA as perceived by medical students, residents and assessors from different clinics. Within this qualitative approach a model of effective WPBA will be developed which finally shall be validated using quantitative methods and multi-level analyses [3].
References
- 1.
- Beard J. Workplace-based assessment: the need for continued evaluation and refinement. Surg. 2011;9(Suppl1):12-13. DOI: 10.1016/j.surge.2010.11.014
- 2.
- Montagne S, Rogausch A, Gemperli A, Berendonk C, Jucker-Kupper P, Beyeler C. The mini-clinical evaluation exercise during medical clerkships: are learning needs and learning goals aligned? Med Educ. 2014;48(10):1008-1019. DOI: 10.1111/medu.12513
- 3.
- Norcini JJ, Blank LL, Duffy FD, Fortna GS. The Mini-CEX: A Method for Assessing Clinical Skills. Ann Int Med. 2003;138(6):476-481. DOI: 10.7326/0003-4819-138-6-200303180-00012
