文章基本信息

标题：Workplace Based Assessment in an Asian Context: Trainees’ and Trainers’ Perception of Validity, Reliability, Feasibility, Acceptability, and Educational Impact
本地全文：下载
作者：Jackson Tan ; Connie Tengah ; Vui Heng Chong 等
期刊名称：Journal of Biomedical Education
印刷版ISSN：2314-5021
电子版ISSN：2314-503X
出版年度：2015
卷号：2015
DOI：10.1155/2015/615169
出版社：Hindawi Publishing Corporation
摘要：Workplace based assessment (WPBA) is commonplace in postgraduate training in many countries but is not widely practised and established in Asia. The WPBA tools that are used by the local programme are Mini-Clinical Examination (Mini-CEX), Directly Observed Practical Skills (DOPSs), Multisource Feedback (MSF), and Case Based Discussion (CBD). This cross-sectional study utilised a questionnaire to obtain feedback from both assessors and trainees. Participants rated the tools on a 5-point scale on validity, reliability, feasibility, educational impact, and acceptability. 30 assessors and 23 trainees participated in the study. The percentages of adequate ratings given by trainees for validity, reliability, feasibility, educational impact, and acceptability were 100%, 99%, 91%, 100%, and 100%, respectively, for all tools. There was no difference in perceptions between trainees and assessors for all WPBA tools except MSF (). The common themes that have arisen suggested that applicability of WPBA could be affected by faculty development, endorsement from governing bodies, pervading cultural mindsets, and the complex relationships between doctors and patients; teachers and students; and educators and clinicians. The high level of satisfaction from our respondents indicates that WPBA can be successfully integrated in an Asian postgraduate training programme despite systemic, cultural, and language barriers.